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.
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Stake, Robert E., "Objectives, Priorities, and Other Judgemental Data," Review of Educational Research, 40(April, 1970), 181-212., Robert E. Stake
Annotation: Discusses objectives as judgmental data and methods and issues in studying them.
Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Curriculum as Environment
Annotation: Describes a responsive evaluation model as it applies to program evaluation.
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: Program Audit/Evaluation
Stake, Robert E., Qualitative Research: Studying How Things Work. New York: The Guilford Press, 2010., Robert E. Stake
Annotation: Gives practical guidance on doing qualitative research studies along with thorough rationales for producing quality work at every step of the process from setting the research question to gathering data to reviewing literature to interpreting evidence to writing the report and more; uses excerpts from Stake's own work and that of his students as examples of what is discussed; a down-to-earth text, very readable, and one that constantly provokes thought.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Qualitative Research, Knowledge Generation
Annotation: Spells out the attributes and procedures related to doing "responsive evaluation," and includes an interview with its originator.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Stake, Robert E., and Deborah J. Trumbull, "Naturalistic Generalizations," Review Journal of Philosophy and Social Science, 7(Nos. 1 & 2, 1982), 1-12.*, Robert E. Stake and Deborah J. Trumbull
Annotation: Describes the nature of naturalistic generalizations as distinguished from formal generalizations.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes
Staller, Karen M., Ellen Block, and Pilar S. Horner, "History of Methods in Social Science Research," pp. 25-51 in Sharlene Nagy Hesse-Biber and Patricia Leavy, eds., Handbook of Emergent Methods. New York: The Guilford Press, 2008., Karen M. Staller, Ellen Block, and Pilar S. Horner
Annotation: Reports a study of the development of social science research methods from the 1960s to the present; charts the emergence of postmodern methods, globalization and internet impact on methods, and the troubling role of the researcher, of theory, and of technology in methods; discusses the blurring of the lines between humanistic and social science approaches.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation
Annotation: Traces the evolution of Paul R. Hanna's views on curriculum design and education for citizenship and of his textbook serieses.
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, Citizenship Education
Annotation: Reports on the use of a model of the self-organinzing system to conceptualize and assess the CHART network of projects (Collaboratives for Humanities and Arts Teaching).
Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Art Education, Literature
Stanley, William B., Curriculum for Utopia: Social Reconstructionism and Critical Pedagogy in the Postmodern Era. Albany, NY: SUNY Press, 1992., William B. Stanley
Annotation: Analyzes the role of reconstructionism in critical pedogogy and relates this to past and present tradtions of educational theory.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Philosophical Schools
Stanley, William B., "Curriculum Theory and Education for Democracy," Journal of Curriculum and Pedagogy, 6(Summer, 2009), 44-56., William B. Stanley
Annotation: Analyzes the assumptions underlying the counter-socialization approach to education for democracy, critiques the position of the curriculum reconceptualists on this issue, and offers recommendations on the direction curriculum theory should take.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Aims and Objectives
Annotation: Reports a phenomenological study of teacher's curriculum experience.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Teacher Education
Annotation: Comments on the conflicts among curriculum theorists, on the challenge posed by Schwab, and on future concerns.
Broad Topical Focus: Curriculum Theorists,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum
Annotation: Outlines and critiques traditional conceptualization of the relation between curriculum and knowledge; also examines several alternatives from the new sociology that are competing to replace this view.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum
Annotation: Discusses community participation in curriculum planning in developing countries and in industrialized countries.
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: Status Study
Narrow Topic: Comparative Curriculum
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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