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

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

Follow

 

Waks, Leonard J., "Rereading 'Democracy and Education' Today," Education and Culture, 23(No.1, 2007), 27-37., Leonard J. Waks

Annotation: Draws on Dewey to suggest two emphases for the curriculum: 1) studies of transnational human concerns, and 2) shared activities/subject matter across ethnic and cultural groups locally; these can help to overcome the excesses of nationalism and a fractured culture.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Content Selection and Organization, Curriculum Aims and Objectives

 

Waks, Leonard J., "The Concept of Fundamental Educational Change," Educational Theory, 57(No. 3, 2007), 277-295., Leonard J. Waks

Annotation: Addresses the differences between educational change at the organizational and at the institutional levels of education; defines "fundamental change" in this context; examines Cuban's 1992 article on curriculum stability and change.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Organization Theory

 

Waks, Leonard J., "The Educational Situation 1901-2001: From Industrial Nation-State to Global Network Society," Journal of Curriculum and Supervision, 17(WInter, 2002), 100-103., Leonard J. Waks

Annotation: Includes a reprint of a portion of Dewey's 1902 "The Educational Situation" ; introduces a symposium on this writing of Dewey's.

Broad Topical Focus: Curriculum Policies and Policy Making, 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: Classics of Curriculum Literature, Literature

 

Waks, Leonard J., " 'The Educational Situation as Concerns the Universtiy' : 1901-2001," Journal of Curriculum and Supervision, 17(Winter, 2002), 144-159., Leonard J. Waks

Annotation: Reviews the substance of Dewey's 1902 article and analyzes the recent and current situation facing higher education today in light of its contrast with Dewey's time.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes, Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Higher Education Curriculum

 

Waks, Leonard J., "The Project Method in Postindustrial Education," Journal of Curriculum Studies," 29(July-August, 1997), 391-406.*, Leonard J. Waks

Annotation: Reviews historical conceptions of project-based curricula as offerred by Dewey and Kilpatrick and notes critiques of these by Charters and Bode; suggest starting points for new formulations.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum History, Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process

 

Walberg, Herbert, "Quantification Reconsidered," pp. 369-402 in Edmund W. Gordon, ed., Review of Research in Education, 11(1984). Washington, DC: AERA, 1984., Herbert Walberg

Annotation: Justifies the use of quantitative research in education to obtain a summary of phenomena; many related theoretical and procedural issues are also addressed.

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

 

Walberg, Herbert J., "The Social Environment as a Mediator of Classroom Learning," Journal of Educational Psychology, 60(1969), 443-448., Herbert J. Walberg

Annotation: Analyzes the social environment as a mediator of classroom learning.

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

 

Walberg, Herbert J., Richard P. Niemiec, and Wayne C. Frederick, "Productive Curriculum Time," Peabody Journal of Education, 69(Spring,1994), 86-100., Herbert J. Walberg, Richard P. Niemiec, and Wayne C. Frederick

Annotation: Reviews research on use of time and its effects on learning within the curriculum and the school day and year.

Broad Topical Focus: Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Time on Task

 

Walker, Decker, "A Naturalistic Model for Curriculum Development," School Review, 80(November, 1971), 51-65. Also ERIC Document No. ED 042 252.*, Decker Walker

Annotation: Presents a conception of curriculum development that embraces political elements and processes.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

 

Walker, Decker, "Curriculum Policymaking," pp. 280-286 in Marvin C. Alkin, ed., Encyclopedia of Educational Research, 6th ed. New York: Macmillan,1992.*, Decker Walker

Annotation: Summarizes the state of curriculum policy making in the U. S. from 1958 to 1991; notes both national and state processes at work as well as the effects.

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

 

Walker, Decker, "The Curriculum Field in Formation: A Review of the Twenty-Sixth Yearbook of the National Society for the Study of Education," Curriculum Theory Network, 4(No. 4, 1975), 263-280.*, Decker Walker

Annotation: Reviews the 26th NSSE Yearbook in its historical context.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum History, Professionalization in Curriculum

 

Walker, Decker F., "A Barnstorming Tour of Writing in Curriculum," pp. 71-81 in Arthur W. Foshay, ed., Considered Action for Curriculum Improvement, 1980 ASCD Yearbook. Washington, DC: Association for Supervision and Curriculum Development, 1980.*, Decker F. Walker

Annotation: Gives an overview of various types of curriculum literature and offers some criticisms on such writings.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Literature of Curriculum, Knowledge Generation

 

Walker, Decker F., "Approaches to Curriculum Development," pp. 263-290 in Jon Schaffarzick and Gary Sykes, eds., Value Conflicts and Curriculum Issues: Lessons from Research and Experience . Berkeley, CA: McCutchan, 1979.*, Decker F. Walker

Annotation: Distinguishes three modes of curriculum development: policy making, generic, and site-specific development.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Freedom/Authority and Curriculum

 

Walker, Decker F., "A Study of Deliberation in Three Curriculum Projects," Curriculum Theory Network, 7(1971), 118-134., Decker F. Walker

Annotation: Describes a system of analysis used to study three curriculum development projects; has application elsewhere as well.

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

 

Walker, Decker F., "Back to the Future: The New Conservatism in Education," Educational Researcher, 19(April, 1990), 35-38., Decker F. Walker

Annotation: Reviews three 1987 books (Finn & Ravitch, Hirsch, Bloom) and notes their ideological perspectives and their non-research bases.

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

 

Walker, Decker F. "Curriculum Theory is Many Things to Many People," Theory into Practice, 21(Winter, 1982), 62-65.*, Decker F. Walker

Annotation: Distinguishes four types of curriculum theory.

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

 

Walker, Decker F., "Methodological Issues in Curriculum Research," pp. 98-118 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Decker F. Walker

Annotation: Reviews writings on scientific and qualitative research methods in general and in curriculum, and proposes a method of formative curriculum research appropriate to use with practical curriculum problems.

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

 

Walker, Decker F., "Straining to Lift Ourselves: A Critique of the Foundations of the Curriculum Field." Curriculum Theory Network, 5(No. 1, 1975), 3-25., Decker F. Walker

Annotation: Examines underlying assumptions about curriculum policy found in the 1927 NSSE yearbook on curriculum-making and draws current implications.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay,Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Professionalization in Curriculum, Classics of Curriculum Literature, Value Assumptions and Ideologies in Curriculum

 

Walker, Decker F., "Toward Comprehension of Curricular Realities," pp. 268-308 in Lee S. Shulman, ed., Review of Research in Education, 4: 1976. Itasca, IL: F. E. Peacock, 1977.*, Decker F. Walker

Annotation: Reviews research in four domains of curriculum: curriculum in relation to student achievement, curriculum change in relation to social forces, change processes within school and classroom, and studies of the curriculum field itself.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum as a Field of Practice and Study, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Program Audit/Evaluation, Student Assessment, Value Assumptions and Ideologies in Curriculum

 

Walker, Decker F., "What Curriculum Research?" Journal of Curriculum Studies, 5(May, 1973), 58-72. Reprinted pp. 510-525 in James R. Gress and David E. Purpel, eds., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1978.*, Decker F. Walker

Annotation: Identifies alternative research assumptions to the traditional empirical research assumptions.

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

 

Walker, Decker F., and Jon Schaffarzick, "Comparing Curricula," Review of Educational Research, 44(Winter, 1974), 83-111. Reprinted pp. 412-441 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation. Berkeley, CA: McCutchan, 1977.*, Decker F. Walker and Jon Schaffarzick

Annotation: Reviews studies that compare results of various subject curricula and draws implications from these results.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, School Subjects

 

Walker, H. M., "Curriculum and Instruction: Special Education," pp. 229-232 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., H. M. Walker

Annotation: Discusses the identification, teaching, and assessment of social skills to special education students; also suggests related needed research.

Broad Topical Focus: Curriculum Development, Organization, Design, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Exceptional Education, Content Selection and Organization

 

Walker, J. C., "A Philosophy of Leadership in Curriculum Development: A Pragmatic and Holistic Approach," pp. 47-82 in Pat A. Drignan and R.J.S. Macpherson, eds., Educative Leadership: A Practical Theory for New Administrators and Mangers. London: The Falmer Press, 1992., J. C. Walker

Annotation: Presents a pragmatic holistic model of curriculum development within an educative philosophy of curriculum leadership.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Administration, Leadership, Finance, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

 

Walker, J. C., "Democracy and Pragmatism in Curriculum Development," Educational Philosophy and Theory, 19(No. 2, 1987), 1--10.*, J. C. Walker

Annotation: Discusses power (centralized bureaucratic, demarchy, pragmatic democratic) in relation to curriculum development and shows why he favors the second form of decision making in curriculum.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Democratic Education, Value Assumptions and Ideologies in Curriculum

 

Walker, Melainie, "Capabilities, Flourishing, and the Normative Purposes of Action Research," pp. 301-312 in Susan Noffke and Bridget Somekh, eds., The Sage Handbook of Educational Action Research. Thousand Oaks,CA: Sage, 2009., Melainie Walker

Annotation: Identifies crucial educational aims for democratic societies and proposes that action research be done within these normative contexts.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

 

Walker, Rob, "Getting Involved in Curriculum Research: A Personal History," pp. 193-213 in Martin Lawn and Len Barton, eds., Rethinking Curriculum Studies . New York: Halsted Press, 1981., Rob Walker

Annotation: Presents typologies of classroom research and illustrates by referring to a study of the SAFARI project in England.

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

 

Walker, Rob, "Three Good Reasons for not Doing Case Studies in Curriculum Research," Journal of Curriculum Studies, 15(April-June, 1983), 155-165. Reprinted pp. 103-116 in Ernest House, ed., New Directions in Educational Evaluation. Philadelphia, PA: Falmer, 1986.*, Rob Walker

Annotation: Examines the reasons why case studies are often seen as weak forms of inquiry in curriculum studies and offers some arguments for their value.

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

 

Walker, Stephen and Len Barton, Gender, Class, and Education . London: Falmer Press, 1983., Stephen Walker and Len Barton

Annotation: Relates the gender and class issues in the hidden curriculum.

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, Hidden Curriculum

 

Wallace, Mike, "A Historical Review of Action Research: Some Implications for the Education of Teachers in their Managerial Role," Journal of Education for Teaching, 13(No. 2, 1987), 97-115.*, Mike Wallace

Annotation: Reviews the historical development of action research and its use.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Classroom Observation & Research

 

Wallin, Jason J., A Deleuzian Approach to Curriculum: Essays on a Pedagogical Life. New York: Palgrave Macmillan, 2010., Jason J. Wallin

Annotation: Draws on the ideas of Giles Deleuze and others to critique several existing views of curriculum theory; puts forward and argues for a form of doing curriculum theory based on ontological experimentation and artistic innovation; explores a huge range of writers and the implications of their thought for this new view of curriculum theory.

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

 

Walmsley, Sean A., "On the Purpose and Content of Secondary Reading Programs: An Educational Ideological Perspective," Curriculum Inquiry, 11(Spring, 1981), 73-93., Sean A. Walmsley

Annotation: Employs several specific ideological types and their related educational purposes to secondary reading programs.

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

 

Walters, Kerry S., "Critical Thinking in Teacher Education: Towards a Demythologization," Journal of Teacher Education, 40(May-June, 1989), 14-19., Kerry S. Walters

Annotation: Urges the reexamination of the reductionist and ideological nature of some views of crtical thinking.

Broad Topical Focus: Curriculum Development, Organization, Design
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, Critical Thinking, Teacher Education, Content Selection and Organization

 

Wang, Hongyu, From the Parade Child to the King of Chaos: The Complex Journey of William Doll: Teacher Educator. New York: Peter Lang, 2016., Hongyu Wang

Annotation: Presents seven personal essays on Doll's pedagogy: the pedagogy of play, perturbation, presence, patterns, passion, peace, and participation.

Broad Topical Focus: Curriculum Theorists; Curricuum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process; Conceptions of Teaching

 

Wang, Hongyu, "The Call from the Stranger: Dwayne Huebner's Vision of Curriculum as Spiritual Journey," pp. 287-299 in William E. Doll, Jr., and Noel Gough, eds., Curriculum Visions. New York: Peter Lang, 2002., Hongyu Wang

Annotation: Highlights Huebner's spiritual vision of curriculum (consciousness, imagination, will, power, love) and its relation to the experience of the transcendent and to acknowledging the student as stranger.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Philosophical Schools, Curriculum as Experience

 

Wang, Jessica Ching-Sze, "Reconstructing Dewey on Democratic Education for a Globalized World," Educational Theory, 59(No. 4, 2009), 409-425., Jessica Ching-Sze Wang

Annotation: Elucidates Dewey's ideas on the nature of democracy and gives implications for education.

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

 

Wang, Margaret C., Geneva D. Haertell, and Herbert J. Walberg, "Models of Reform: A Comparative Guide," Educational Leadership, 55 (April, 1998), 66-71.*, Margaret C. Wang, Geneva D. Haertell, and Herbert J. Walberg

Annotation: Compares twelve programs for at-risk children in relation to 25 research-based practices.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Change, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation

 

Wang, Mei-qian, and Xu-dong Zheng, "Embodied Cognition and Curriculum Construction," Educational Philosophy and Theory, 50(No. 5, 2018), 217-228., Mei-qian Wang and Xu-dong Zheng

Annotation: Argues for an embodied curriculum in which both cognitive, bodily, and environmental factors are acknowledged and educated; traces and critiques the rise of the disembodied curriculum; discusses the epistemology of reflective practice, the role of the learner's life experiences in an embodied curriculum, and the uses of technology in such a curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Speculative Essay
Type of Study: SIngle Study
Narrow Topic: Curriculum as Experience

 

Ward, Spencer A., "The Philosopher as Synthesizer," Educational Theory, 31(Winter, 1981), 51-72., Spencer A. Ward

Annotation: Discusses issues in synthesizing knowledge and the processes involved.

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

 

Ward, Spencer A., and Linda J. Reed, eds., Knowledge Structure and Use: Implications for Synthesis and Interpretation . Philadelphia: Temple University Press, 1983., Spencer A. Ward and Linda J. Reed

Annotation: Contains 20 chapters on every aspect of the topic; a thorough treatise on synthesizing research.

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

 

Warwick, Dennis, "Ideologies, Integration, and Conflicts of Meaning," pp. 86-111 in Michael Flude and John Ahier, eds., Educability, Schools, and Ideology . New York: Halstead Press, 1974., Dennis Warwick

Annotation: Explains the contradictions in school ideologies and their implications.

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

 

Warwick, Donald P., and Thomas F. Pettigrew, "Toward Ethical Guidelines for Social Science Research in Public Policy," pp. 335-368 in Daniel Callahan and Bruce Jennings, eds., Ethics, the Social Sciences, and Policy Analysis. New York City: Plenum Press, 1983., Donald P. Warwick and Thomas F. Pettigrew

Annotation: Discusses issues in using research in formulating public policy.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum

 

Wasser, Judith Davidson, and Liora Bresler,"Working in the Interpretive Zone: Conceptualizing Collaboration in Qualitative Research Teams," Educational Researcher, 25, (June/July, 1996), 5-15., Judith Davidson Wasser and Liora Bresler

Annotation: Reports an example and an analysis of collaborative interpretation within qualitative research projects.

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

 

Wasserman, Stanley, and Katherine Faust, Social Network Analysis: Methods and Applications. New York: Cambridge University Press, 1994., Stanley Wasserman and Katherine Faust

Annotation: Provides detailed methods of conducting, representing, interpreting, and evaluating social network analyses; includes graphic, sociometric, and algebraic approaches with their technical requirements; examples of studies using these methods are given.

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

 

Watkins, John M., "A Postmodern Critical Theory of Research Use," Knowledge and Policy, 7( No. 4, 1994/1995), 55-78.*, John M. Watkins

Annotation: Explains critical realism as a perspective for viewing knowledge use; contrasts positivism, interpretivism, and critical perspectives as they have been employed in theories of knowledge creation, dissemination, and use.

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

 

Watkins, William H., "Black Curriculum Orientations: A Preliminary Inquiry," Harvard Educational Review, 63(Fall, l993), 321-338., William H. Watkins

Annotation: Portrays black functionalism, accommodationism, liberal education, nationalist, Afrocentric, and social reconstructionism.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum History

 

Watkins, William H., "Teaching and Learning in the Black Colleges: a 130-Year Retrospective," Teaching Education, 3(Summer/Fall 1990), 10-25., William H. Watkins

Annotation: Traces the history, purpose, and philosophies of Black college curricula between 1860-1990.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Higher Education Curriculum, Teacher Education

 

Watkins, William H., and Y. Byo, "Curriculum History: Nigeria," pp. 218-220 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., William H. Watkins and Y. Byo

Annotation: Traces very briefly the history of curricula in Nigeria in pre-colonial, colonial, and post-independence periods.

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

 

Watras, Joseph, "Philosophy of Education and the Eight Year Study, 1930-1940," Curriculum History (SSCH), (2004), 75-81., Joseph Watras

Annotation: Examines the development and curricular philosophies of the work of the Eight-Year Study; considers its impact on progressive ideas of democracy.

Broad Topical Focus: Curriculum Visions and Philosophies, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature

 

Watson, Sandy White, Stacie Austin, and Jeremy Bell, eds., Conceptual Analysis of Curriculum Inquiry Methodologies. IGI Global, 2022., Sandy White Watson, Stacie Austin, and Jeremy Bell

Annotation: Contains 13 chapters describing a variety of inquiry methods useful in doing research in curriculum and teaching; provides introductory information on these 13 modes of inquiry suitable for introducing doctoral students to these methods; provides updated treatment of methods not presented side-by-side for several decades and including some newly formulated methods.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophcal Inquiry--Specuative Essay
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

 

Watt, John, "Schooling and Comprehensive Understanding," pp. 151-165, and "Mores, Myths, and Moralities," pp. 166-184 in his Ideology, Objectivity, and Education. New York: Teachers College Press, 1994., John Watt

Annotation: Proposes curriculum based on the concept of comprehensive understanding (not on ideology or constructivism) and the concept of evaluative pluralism.

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

 

Wax, Rosalie, "How Does One Find and Work on a Problem?" pp. 157-177 in Edward Rose, ed., Forms and Formulations of Education . Lincoln, NE: Nebraska Curriculum Development Center, University of Nebraska, 1976., Rosalie Wax

Annotation: Explains the field work process and gives illustrations.

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

 

Weade, Regina, "Curriculum 'n' Instruction: The Construction of Meaning," Theory Into Practice, 26(Winter, 1987), 15-25., Regina Weade

Annotation: Raises the desirability of linking curriculum and instruction as a way of reflecting on what occurs in classrooms, with illustrations.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum

 

Wearing, Judy, Marcea Ingersoll, Christopher DeLuca, Benjamin Bolen, Holly Ogden, and Theodore Michael Christou, eds., Key Concepts in Curriclum Studies: Perspectives on the Fundamentals. New York: Routledge, 2019., Judy Wearing

Annotation: Contains anchor texts and responses on19 constructs related to curriculum from Aesthetics to Temporality.

Broad Topical Focus: Curriculum Conceptions and Theories; Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives; Value Assumptions and Ideologies in Curriculum

 

Weaver-Hightower, Marcus B., "An Ecology Metaphor for Educational Policy Analysis: A Call to Complexity," Educational Researcher, 37(April, 2008), 153-167., Marcus B. Weaver-Hightower

Annotation: Presents a conceptualization of policy ecology and its uses in policy analysis in education.

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

 

Webber, Julie A., and William M. Reynolds, "Afterword: Mulitplicities and Curriculum Theory," pp. 203-209 in William M. Reynolds and Julie A. Webber, eds., Expanding Curriculum Theory: Dis/positions and Lines of Flight. Mahwah, NJ: Lawrence Erlbaum, 2004., Julie A. Webber and William M. Reynolds

Annotation: Analyzes preceding articles that employed emerging interpretive forms of curriculum inquiry and identified five characteristics of these approaches.

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

 

Weber, Lillian, Looking Back and Thinking Forward: Reexaminations of Teaching and Schooling. New York: Teachers College Press, 1997., Lillian Weber

Annotation: Contains twelve essays on Weber's theories of teaching and learning.

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

 

Weber, Sandra J., "The Nature of Interviewing," Phenomenology +Pedagogy, 4(No. 2, 1986), 65-72., Sandra J. Weber

Annotation: Describes keys to appropriate interviewing.

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

 

Wegener, Charles, "Being Practical With Schwab," Curriculum Inquiry, 16 (Summer, 1986), 215-232., Charles Wegener

Annotation: Comments on Schwab's theory of the practical in "The Practical 4", 13(1983).

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Theorists,Curriculum Development, Organization, Design,Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Curriculum Development Strategies

 

Weilbacher, Gary, "Is Curriculum Integration an Endangered Species?" Middle School Journal, 33(November, 2001), 18-27., Gary Weilbacher

Annotation: Reports an interview study of teachers' reasons for returning to traditional forms of curriculum (from an integrated form of curriculum to which they were committed).

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

 

Weingarten, Ira, "Conceptualizing the Reconceptualists," Paper given at AERA, 1975, ERIC Document No. ED 106 180., Ira Weingarten

Annotation: Summarizes contributions of artistic and other approaches to curriculum inquiry.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

 

Weis, Lois, "Inequality: A Sociological Perspective in Teacher Education," Educational Foundations, 1(Fall, 1986), 41-50.*, Lois Weis

Annotation: Critiques teacher education from the perspective of inequality.

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

 

Weis, Lois, "Schooling and Cultural Production: A Comparison of Black and White Lived Culture," pp. 235-261 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling. Philadelphia, PA: Temple University Press, 1983., Lois Weis

Annotation: Provides an example of a phenomenological study on this topic.

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

 

Weis, Lois, Cameron McCarthy, and Greg Dimitriadis, eds., Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple. New York: Routledge, 2006., Lois Weis, Cameron McCarthy, and Greg Dimitriadis

Annotation: Includes nine essays highlighting the contributions of Michael Apple to critical sociology of education; has concluding essay by Apple and interviews with him.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Weiss, Carol, "Knowledge Creep and Decision Accretion," Knowledge: Creation, Diffusion, Utilization, 1(March, 1980), 381-404., Carol Weiss

Annotation: Discusses problems with decision making using research knowledge.

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

 

Weiss, Carol H., "The Politicization of Evaluation Research," pp. 327-338 in Carol h. Weiss, ed., Evaluation Action Programs: Readings in Social Action and Education . Boston: Allyn and Bacon, 1972., Carol H. Weiss

Annotation: Identifies trends in evaluation research resulting from political pressures on evaluators.

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

 

Weiss, Carol H., and Michael J. Bucuvalas, Social Science Research and Decision- Making. New York: Columbia University Press, 1980., Carol H. Weiss and Michael J. Bucuvalas

Annotation: Reports a study of conditions that foster or inhibit use of social science research by policymakers.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Knowledge Utilization

 

Weiss, Joel, "Assessing Nonconventional Outcomes of Schooling," pp. 405-454 in David C. Berliner, ed., Review of Research in Education, 8:1980 . Washington, DC: American Educational Research Association, 1980.*, Joel Weiss

Annotation: Interprets evaluative studies of conventional and non-conventional program outcomes and critiques theories and methods for doing such research.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Curriculum Aims and Objectives

 

Weiss, Joel, "Evaluation as Subversive Educational Activity," pp. 121-131 in Geofrey Milburn, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments . Philadelphia: Falmer, 1989., Joel Weiss

Annotation: Treats evaluation from multiple perspectives, including critical ethnography, and offers an agenda of studies.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Weiss, Joel, and Jack Edwards, "Data Banks: Observations on a Methodology for Securing Curriculum Development Process Data," Curriculum Theory Network, 7 (1971), 35-42., Joel Weiss and Jack Edwards

Annotation: Lists a series of curriculum categories and concerns into which curriculum data can be placed.

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

 

Wells, Amy Stuart, Jennifer Jellison Holme, Awo Korantemaa Atanda, and Anita Tijerina Revilla, "Tackling Racial Segregation One Policy at a Time: Why School Desegregation Only Went So Far," Teachers College Record, 107(Sepember, 2005), 2141-2177., Amy Stuart Wells, Jennifer Jellison Holme, Awo Korantemaa Atanda, and Anita Tijerina Revilla

Annotation: Reports on a 5-year case study of six racially diverse high schools from the late 1970s; describes their curricular and organizational methods of school integration, the external societal factors that influenced the effects of these efforts, and the views of graduates about the long-term impact of their school experiences.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum and Politics, Multicultural Education, Value Assumptions and Ideologies in Curriculum

 

Wells, Gordon, "Language and the Inquiry - Oriented Curriculum," Curriculum Inquiry, 25 (Fall, 1995), 233-269., Gordon Wells

Annotation: Shows how pupils construct meaning in science through inquiry; discusses importance of discourse in inquiry-based learning.

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

 

Wells, Herbert George, "The Informative Content of Education," pp. 95-130 in Herbert George Wells, World Brain. Garden City, NY: Doubleday, Doran & Company, 1938, Herbert George Wells

Annotation: Presents to a British audience his recommendations on what the general citizen should know from his schooling; contains a diagram of such a program based on his idea of a World Encyclopedia (explained in related articles in this book).

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Welner, Kevin G., Patricia H. Hinchey, Alex Molnar, and Don Weitzman, eds., Think Tank Research Quality: Lessons for Policy Makers, the Media, and the Public. Charlotte, NC: Information Age Publishers, 2010., Kevin G. Welner, Patricia H. Hinchey, Alex Molnar, and Don Weitzman

Annotation: Critiques several Think Tank "research" reports on topics ranging from school choice, vouchers, charter schools, NCLB, standards, to teacher quality; prepared by Think Tank Review Project at University of Colorado-Boulder; gives evidence of weaknesses in many Think Tank studies and urges techinical critiques of other such reports be done; cautions policy makers, media, and the public not to rely upon non-peer reviewed studies.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research and Inquiry-General, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry, Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Utilization, Knowledge Generation, Curriculum and Politics

 

Welsh, Richard O., "Assessing the Quality of Education Research Through Its Relevance to Practice: An Integrative Review of Research-Practice Partnerships," Review of Research in Education, March 2021. Vol 45, pp. 170-194., Richard O. Welsh

Annotation: Reviews the literature between 2010 and 2020 on research-practice partnerships (RPPs) in education on five topics: 1) partnering up, 2) funding, 3) working together, 4) engaging stakeholders, and 5) effectiveness; analyzes these findings in terms of the quality and use of educational research; reviews the concept of RPPs and their growth during this period.

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: Single Study
Narrow Topic: Knowledge Generartion, Knowledge Linkage, Knowledge Utilization

 

Weltman, Burton, "Individualism versus Socialism in American Education: Rereading Mortimer Adler and The Paideia Proposal," Educational Theory, 52(Winter, 2002). 61-79., Burton Weltman

Annotation: Traces the life and thought of Mortimer Adler on education; places his curriculum theory in the context of his broader changing educational philosophy.

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

 

Weltman, Burton, "Praxis Imperfect: John Goodlad and the Social Reconstruction Tradition," Educational Studies, 33(Spring, 2002), 61-83., Burton Weltman

Annotation: Gives an analysis of Goodlad's educational contributions in relation to a social reconstructionist perspective; refers also to Tyler, Counts, and Brameld.

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 History, Value Assumptions and Ideologies in Curriculum

 

Werner, Walter, ed., Curriculum Canada: Perceptions, Practices, Prospects, Vancouver: Center for the Study of Curriculum and Instruction, University of British Columbia, 1979., Walter Werner

Annotation: Includes 10 papers on topics related to curriculum inquiry and several reports of work going on in various provinces.

Broad Topical Focus: Defining Curriculum Research Questions, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum

 

Werner, Walter, "Editorial Criticism in Curricular Analysis," Curriculum Inquiry, 10(Summer, 1980), 143-154.*, Walter Werner

Annotation: Describes a method of inquiry using techniques of editorial criticism; a response by Vallance follows.

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

 

Werner, Walter, "Evaluation: Sense-Making of School Programs," pp. 5-24 in Ted T. Aoki, ed., Curriculum Evaluation in a New Key . Vancouver, BC: Centre for the Study of Curriculum and Instruction, Faculty of Education, University of British Columbia, 1978.*, Walter Werner

Annotation: Analyzes the assumptions, processes, and uses of three kinds of interpretative sense-making in program evaluation: means-ends, situational, and critical.

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

 

Werner, Walter, "Reciprocity and Responsibility: Observations on the Impact of Research Literature," pp. 145-154 in Jean-Jacques Bernier and George S. Tompkins, eds., Curriculum Canada, II: Curriculum Policy and Curriculum Development . Vancouver, BC: University of British Columbia, CSCI, 1980., Walter Werner

Annotation: Explores how research is interpreted by practitioners.

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

 

Westbury, Ian, "Curriculum Evaluation," Review of Educational Research, 40(April, 1970), 239-260., Ian Westbury

Annotation: Discusses issues in and examples of curriculum evaluation .

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

 

Westbury, Ian, "Curriculum, School: Overview," pp. 529-535 in Volume 2, James W. Guthrie, ed., Encyclopedia of Education, 2nd ed. New York: Macmillan Reference, 2003., Ian Westbury

Annotation: Discusses various conceptions of curriculum and how the curriculum emerges as a result of accommodating different views of what is considered necessary for students to know and experience; summarizes history of curriculum in 20th century; gives an institutional understanding of curriculum.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, Knowledge Generation

 

Westbury, Ian, "Deliberation and the Improvement of Schooling," pp. 37-65 in J. T. Dillon, ed., Deliberation in Education and Society. Norwood, NJ: Ablex, 1994.*, Ian Westbury

Annotation: Presents the arguments for and against the use of deliberation in school-based decision-making and curriculum improvement.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Local Control of Schooling, Curriculum Development Strategies

 

Westbury, Ian, "Didaktik and Curriculum Studies," pp. 47-77 in Bjorg B. Gundem and Stefan Hopmann, eds., Didaktik and /or Curriculum. New York: Peter Lang, 1998.*, Ian Westbury

Annotation: Contrasts in an extended treatment the conceptions of the German tradition of Didaktik and U. S. conceptions of curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History

 

Westbury, Ian, "Educational Policy-Making in New Contexts: The Contribution of Curriculum Studies," Curriculum Inquiry, 7(Spring, 1977), 3-18.*, Ian Westbury

Annotation: Seeks to give curriculum studies centrality in meeting policy issues concerned with appropriate educational ends and means.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization

 

Westbury, Ian, et al., "Organizing Curriculum Change: An Introduction," Journal of Curriculum Studies, 48(Issue 6, 2016),729-743., Ian Westbury

Annotation: Introduces a series of reports in this issue of JCS that discuss a cross-nation study ("Organizing Curriculum Change") that examined and compared curriculum-making processes and policies of governments and commissions in Norway, United States (Illinois), Finland, Germany, Switzerland, Estonia, and United Kingdom. (See seven articles that follow.)

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Development Strategies

 

Westbury, Ian, "How Should We Be Judging the American High School?" Journal of Curriculum Studies, 20(July-August, 1988), 291-315., Ian Westbury

Annotation: Discusses the types of secondary schools that might be created through educational reforms in light of evidence of past accomplishments of these traditions.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Survey
Narrow Topic: Secondary School Curriculum

 

Westbury, Ian, "Making Curricula: Why Do States Make Curricula, and How?" pp. 45-65 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Ian Westbury

Annotation: Describes how states manage curriculum making and reforms; includes examples from several countries

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum and Politics, Government Role in Educational Research & Development, Comparative Curriculum, Content Selection and Organization

 

Westbury, Ian, "Schooling as an Agency of Education: Some Implications for Curriculum Theory," pp. 88-114 in W. B. Dockrell and David Hamilton, eds., Rethinking Educational Research . London: Hodder & Stoughton, 1980.*, Ian Westbury

Annotation: Criticizes schools and curricula as agencies designed to deliver a particular conception of what knowledge is worth knowing, thus limiting our options.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Classroom Observation & Research, Curriculum Aims and Objectives, Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Westbury, Ian, "Teaching as a Reflective Practice: What Might Didaktic Teach Curriculum?" pp. 15-39 in Ian Westbury, Stefan Hopmann, and Kurt Riquarts, eds., Teaching as a Reflective Practice: The German Didaktic Tradition. Mahwah, NJ: Lawrence Erlbaum, 2000., Ian Westbury

Annotation: Contrasts U. S. curriculum theory with German Didaktic in an extensive analysis; identifies possibilities of their intersection.

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

 

Westbury, Ian, "The Aristotelian 'Art' of Rhetoric and the 'Art' of Curriculum," pp. 126-136 in Mary Anne, Raywid, ed., Philosophy of Education 1972: :Proceedings of the 28th Annual Meeting of the Philosophy of Education Society. Edwardsville, IL: Southern Illinois University at Edwardsville, Studies in Philosophy of Education, 1972., Ian Westbury

Annotation: Shows the parallel between the rhetorical arts and the deliberative arts in curriculum.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

 

Westbury, Ian, "The Burdens and the Excitement of the 'New' Curriculum Research: A Response to Hlebowitsh's "The Burdens of the New Curricularist," Curriculum Inquiry, 29(Fall,1999), 355-364.*, Ian Westbury

Annotation: Acknowledges certain views and challenges others of both Hlebowitsh and the reconceptualists; sets forth a third perspective tied to Reid's notion of translating ideals into institutionalized curriculum and also tied to Schwab's notion of deliberation.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Development, Organization, Design, 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: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum History, Curriculum Specialists in Schools, Curriculum Deliberation

 

Westbury, Ian, "The Curriculum: What Is It and How Should We Think About It?" pp. 129-158 in M. Bloomer and K. E. Shaw, eds., The Challenge of Educational Change: Limitations and Potentialities . Oxford: Pergamon, 1979.*, Ian Westbury

Annotation: Challenges the means-end form of argument commonly used in curriculum policy rhetoric because it ignores ideological, historical, and institutional issues that require deliberate practical reasoning to resolve.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, School Subjects, English

 

Westbury, Ian, " 'The Educational Situation as Concerns the Elementary School' : Implications for our Time," Journal of Curriculum and Supervision, 17(Winter, 2002), 120-129., Ian Westbury

Annotation: Reviews the substance of Dewey's 1902 article and analyzes its relevance for today.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Theorists, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Elementary School Curriculum, Classics of Curriculum Literature

 

Westbury, Ian, "The Impact of the Journal of Curriculum Studies : A Citation Analyis," Journal of Curriculum Studies, 12(April-June, 1980), 149-156., Ian Westbury

Annotation: Reports a study of the frequency of citations for articles in the Journal of Curriculum Studies in Social Sciences Citation Index (1972-1978).

Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Literature of Curriculum

 

Westbury, Ian, "Theory and Theorizing in Curriculum Studies," pp. 1-19 in Eva Forsberg, ed., Curriculum Theory Revisited (Research Reports No. 7). Uppsala, Sweden: Uppsala University, Studies in Educational Policy and Educational Philosophy, 2007., Ian Westbury

Annotation: Treats the topic from an international perspective.

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

 

Westbury, Ian, Stefan Hopmann, and Kurt Riquarts, eds., Teaching as a Reflective Practice: The German Didaktik Tradition. Mahwah, NJ: Lawrence Erlbaum, 2000., Ian Westbury, Stefan Hopmann, and Kurt Riquarts

Annotation: Contains 18 essays that define Didaktic and Bildung (Didaktic's central idea), give their sources in German educational theory, and provide examples in use in several countries.

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

 

Westbury, Ian, and Chao-Sheng Hsu, "Structures of Curriculum Governance and Classroom Practice in Mathematics," Educational Evaluation and Policy Analysis, 18(Summer, 1996), 123-139.*, Ian Westbury and Chao-Sheng Hsu

Annotation: Re-examines international data on relation between central control (setting of standards) and actual content coverage in mathematics classes; challenges previous findings on effects by country of degree of central control and classroom practice.

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: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Standards and Testing, Mathematics, Content Selection and Organization, Local Control of Schooling

 

Westbury, Ian, and William Steimer, "Curriculum: A Discipline in Search of Its Problems," School Review, 79(February, 1971), 243-267.*, Ian Westbury and William Steimer

Annotation: Gives evidence of the incoherence of the field of curriculum research and practice and analyzes a range of problems needing disciplined intellectual effort in the field.

Broad Topical Focus: Defining Curriculum Research Questions,Curriculum Research and Inquiry-General,Curriculum Research Domains and Structure,Curriculum Definitions,Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Status Study
Narrow Topic: Knowledge Generation

 

Westbury, Marilyn, "The Science and the Art of Teacher Effectiveness: An Examination of Two Research Traditions," Canadian Journal of Education, 13(No. 1, 1988), 138-161., Marilyn Westbury

Annotation: Presents a critique process-process research and ethnographic research.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Ethnographic Inquiry,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Evaluation, Value Assumptions and Ideologies in Curriculum

 

Page 38 of 40