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

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

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Berkowitz, Marvin W., and Melinda C. Beir, What Works in Character Education? A Research-Driven Guide for Education. Washington, DC: Character Education Partnership, 2005., Marvin W. Berkowitz and Melinda C. Beir

Annotation: Summarizes a study of 33 research studies evaluating character education programs; analyzes their characteristics and effects.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Character Education

Berlak, Ann, and Harold Berlak, "Engaging in Critical Inquiry," pp. 229-275 in their Dilemmas of Schooling: Teaching and Social Change. New York: Methuen, 1981., Ann Berlak and Harold Berlak

Annotation: Gives an overview of five realms of inquiry and the kinds of questions each deals with; shows how critical inquiry deals with such questions; suggests ways sixteen dilemmas (outlined in earlier section of the book) can serve critical inquiry.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Berlak, Ann, and Harold Berlak, "Toward a Nonhierarchical Approach to School Inquiry and Leadership," Curriculum Inquiry, 13(Fall, 1983), 267-294., Ann Berlak and Harold Berlak

Annotation: Casts a series of dilemmas around which critical inquiry may be used; gives an illustration in a hypothetical elementary school setting.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teaching/Learning Process

Berlak, Harold, "From Local Control to Government and Corporate Takeover of School Curriculum: The NO CHILD LEFT BEHIND Act and the READING FIRST Program," pp. 267-285 in H. Svi Shapiro and David E. Purpel, eds., Critical Social Issues in American Education, 3rd ed. Mahwah, NJ: Lawrence Erlbaum, 2005., Harold Berlak

Annotation: Traces history of NCLB Act and the corporate interests that made its passage possible; points out the damage done to public education by this Act and urges changing these policies

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History, Government Role in Educational Research & Development, Local Control of Schooling, Curriculum Standards and Testing

Berlak, Harold, "Naturalistic Observation as a Research Instrument in Curriculum Development," Paper delivered at the 1971 AERA Symposium "Participant Observation and Curriculum: Research and Evaluation." ERIC Document ED 050 157., Harold Berlak

Annotation: Describes the use of naturalistic observation in research in curriculum development.

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

Berlak, Harold, "Values, Goals, Public Policy, and Educational Evaluation," Review of Educational Research, 40(April, 1970), 261-278., Harold Berlak

Annotation: Discusses the issues in distinguishing programmatic and policy questions for evaluation; explores various sources for models of evaluation.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Berliner, David C., "Educational Research: The Hardest Science of All," Educational Researcher, 31(November, 2002), 18-20., David C. Berliner

Annotation: Critiques the limited view of educational research explicitly deemed acceptable in recent federal education legislation.

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

Berliner, David C., "MCLB (Much Curriculum Left Behind): A U. S. Calamity in the Making," The Educational Forum, 73(No. 4, 2009), 284-296., David C. Berliner

Annotation: Brings together research that demonstrates the narrowing of the U. S. curriculum that follows from "teaching for the test' and from "excessive testing"; gives examples of alternative policies.

Broad Topical Focus: Curriculum Evaluation, 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 Standards and Testing

Berman, Louise M., New Priorities in the Curriculum. Columbus, OH: Charles E. Merrill, 1968., Louise M. Berman

Annotation: Calls for a curriculum to educate persons in eight human processes (perceiving, communicating, loving, knowing, decision making, patterning, creating, and valuing).

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: Curriculum Aims and Objectives, Curriculum as Experience, Classics of Curriculum Literature

Berman, Louise M., "Normative Inquiry: Dimensions and Stances," pp. 225-241 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Louise M. Berman

Annotation: Describes the processes of normative inquiry in curriculum.

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

Berman, Louise M., "Perception, Paradox, and Passion: Curriculum for Community," Theory Into Practice, 25(Winter, 1986), 41-45., Louise M. Berman

Annotation: Mentions norms like paradox, freedom, dialetic (related to settings) and judgment, self as chooser, reasonableness, compassion, commitment (related to qualities of persons).

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

Berman, Louise M., "Perspectives and Imperatives: Re-Searching, Rethinking, and Reordering Curriculum Priorities," Journal of Curriculum and Supervision, 1(Fall, 1985), 65-71., Louise M. Berman

Annotation: Identifies ten priorities in curriculum as viewed by the author.

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

Berman, Louise M., Francine H. Hultgren, Diane Lee, Mary S. Rivkin, Jessie A. Roderick, Toward Curriculum for Being: Voices of Educators . Albany, NY: State University of New York Press, 1991., Louise M. Berman, Francine H. Hultgren, Diane Lee, Mary S. Rivkin, and Jessie A. Roderick

Annotation: Reports the exchanges among a study group of six women educators, their autobiographical statements and thoughts, and their mutual interpretations and meaning-making.

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

Berman, Louise M., and Jessie A. Roderick, "Approaches to Creative Curriculum Development," WCCI Forum, IV(December, 1990), 169-175.*, Louise M. Berman and Jessie A. Roderick

Annotation: Posits creative ways of seeing, reflecting, sharing, and acting within curriculum development.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-making Processes, 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

Berman, Louise M., and Jessie A. Roderick, "The Relationship Between Curriculum Development and Research Methodology," Journal of Research and Development in Education, 6(Spring, 1973), 3-13., Louise M. Berman and Jessie A. Roderick

Annotation: Proposes research procedures for studying transactive teaching-learning situations; proposes six characteristics of curriculum design based on this view.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teaching/Learning Process

Bernbaum, Gerald, Knowledge and Ideology in the Sociology of Education . London: Macmillan, 1977., Gerald Bernbaum

Annotation: Provides and introduction to the topic from British scholars.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Ideology and School Knowledge

Bernhardt, Victoria L., "No Schools Left Behind," Educational Leadership, 60(February, 2003), 26-30., Victoria L. Bernhardt

Annotation: Provides a schema for generating evaluative research questions related to four kinds of data, treated singly or in combination: demographics, student learning, perceptions and school processes data.

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

Bernsen, Jens, Design: The Problem Comes First. Copenhagen: Danish Design Council,1982., Jens Bernsen

Annotation: Provides 26 short cases of product designing.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

Bernstein, Basil, Class, Codes and Control: Volume 3, Towards a Theory of Educational Transmissions. Revised Edition. London: Routledge & Kegan Paul, 1977., Basil Bernstein

Annotation: Presents a series of Bernstein's papers on changes in the moral basis of schools and changes in the coding of educational transmissions; chapter five presents the author's classic conceptualizations of classification and framing of educational knowledge.

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: Collection of Studies
Narrow Topic: Ideology and School Knowledge, Content Selection and Organization, Comparative Curriculum

Bernstein, Basil, "On the Classification and Framing of Educational Knowledge," pp. 363-392 in Richard Brown, ed., Knowledge, Education, and Cultural Change --Papers on the Sociology of Education . London: Tavistock, 1973., Basil Bernstein

Annotation: Defines two types of curriculum codes (collection, integrated) and related concepts of classification and frame.

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, Ideology and School Knowledge

Bernstein, Basil, "On the Classification and Framing of Educational Knowledge," pp. 47-69 in Michael F. D. Young, Knowledge and Control. London: Collier-Macmillan, 1971. Reprinted pp. 85-115 in Bernstein, Basil, Class, Codes and Control: Volume 3, Towards a Theory of Educational Transmissions, Revised Edition. London: Routledge and Kegan Paul, 1977. *, Basil Bernstein

Annotation: Describes the strengths and weaknesses of the integrated and collection codes that regulate knowledge in the curriculum.

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: Ideology and School Knowledge, Content Selection and Organization, Curriculum Integration, Comparative Curriculum

Bernstein, Basil, and Ulf P. Lundgren, Power Control and Pedagogy . Lund, Sweden: University of Lund, 1982., Basil Bernstein and Ulf P. Lundgren

Annotation: Describes a variety of issues relating pedagogy, power, and control.

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: Ideology and School Knowledge, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

Bernstein, Richard J., The Restructuring of Social and Political Theory, Philadelphia: University of Pennsylvania Press, 1978., Richard J. Bernstein

Annotation: Addresses empirical, analytic (theoretical), phenomenological, and critical approaches to the political and social sciences.

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

Berry, Kathleen, "Creative Curriculum: The Mythological Roots," WCCI Forum, IV(December, 1990), 70-76.*, Kathleen Berry

Annotation: Contrasts mythos and logos as orientations for curriculum thought, language, and practice.

Broad Topical Focus: Curriculum Development, Organization, Design, 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 Theory Creation and Uses

Berscheid, Ellen, "Interpersonal Modes of Knowing," pp. 60-76 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, Eighty-fourth Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Ellen Berscheid

Annotation: Describes social and interpersonal knowledge and ways these may be developed in classrooms.

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

Best, Edward, "A Failure in Communication," Studies in Philosophy and Education, 3(Spring, 1964), 163-184., Edward Best

Annotation: Argues for the identification and examination of prescriptive premises in educational theories.

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

Best, Steven, and Douglas Kellner, Postmodern Theory: Critical Interrogations. New York: Guilford, 1991., Steven Best and Douglas Kellner

Annotation: Sets forth and critiques positions taken by various postmodern theorists; Foucault, Deleuze, Guattare, Baudrillard, Lyotard, Jameson, and Habermas; indicates how modernist and postmodernist weaknesses can be overcome in a new reconstructed critical social theroy.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

Beyer, Landon E., "Aesthetic Curriculum and Cultural Reproduction," pp. 89-113 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia: Temple University Press, 1983., Landon E. Beyer

Annotation: Describes the CEMREL arts program, its content, and its ideological orientation.

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: Aesthetics and Curriculum, Ideology and School Knowledge, Art Education

Beyer, Landon E., "Aesthetic Theory and the Ideology of Educational Institutions," Curriculum Inquiry, 9(Spring, 1979), 13-26., Landon E. Beyer

Annotation: Discusses some issues in aesthetic theory in education focusing primarily upon ideology.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Aesthetics and Curriculum, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

Beyer, Landon E., "Art and Society: Toward New Directions in Aesthetic Education," Journal of Curriculum Theorizing, 7(No. 2, 1987), 72-98., Landon E. Beyer

Annotation: Outlines an alternative conception of curriculum theory and development in the arts based on the view that cultural production and social action must be a significant part of education.

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: Aesthetics Education

Beyer, Landon E., "Art and Society: Toward New Directions in Aesthetic Education," pp. 380-399 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Landon E. Beyer

Annotation: Reviews classical and Marxist notions of art and art education; suggests six changes that must occur if art education is to be appropriately placed in the curriculum.

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

Beyer, Landon E., "Community, Identity, and a Sense of Hope." JCT: Journal of Curriculum Theorizing, 13(Winter, 1997), 50-52., Landon E. Beyer

Annotation: Gives a personal reflection on the value and meaning of participating in the "Bergamo Conference" on curriculum theorizing over the years from 1982-1997.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, American/International Curriculum Organizations, Professionalization in Curriculum

Beyer, Landon E., "Curriculum Deliberation," pp. 199-201 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education, Supplement Volume 1. New York: Pergamon Press, 1988.*, Landon E. Beyer

Annotation: A review of ethical, political, aesthetic issues on which deliberation is required in curriculum development and policy-making.

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

Beyer, Landon E., "Educational Reform: The Political Roots of National Risk," Curriculum Inquiry, 15(Spring, 1985), 37-56., Landon E. Beyer

Annotation: Analyzes the reports alleging risk in education and uncovers their political roots.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Criticism of Schooling

Beyer, Landon E., "Education and Cultural Reproduction," pp. 47 - 65 in his The Arts, Popular Culture, and Social Change. New York: Peter Lang, 2000.*, Landon E. Beyer

Annotation: Discusses in a critical framework how what is included (and excluded) in curriculum is determined by those in power.

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

Beyer, Landon E., "Field Experience, Ideology, and the Development of Critical Reflectivity," Journal of Teacher Education, 35(May-June, 1984), 36-41., Landon E. Beyer

Annotation: Describes the Knox College elementary teacher preparation program that involves critical reflection and a different kind of field experience.

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

Beyer, Landon E., "Ideology and Aesthetic Education," Paper given at AERA, Boston, 1980, ERIC Document No. ED 194 395., Landon E. Beyer

Annotation: Analyzes the CEMREL aesthetics education program.

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: Aesthetics and Curriculum, Ideology and School Knowledge, Art Education

Beyer, Landon E., "Ideology, Social Efficiency and Curriculum Inquiry: An Essay Response to Franklin's 'The Social Efficiency Movement Reconsidered'," Curriculum Inquiry, 12(Fall, 1982), 305-316.*, Landon E. Beyer

Annotation: Takes issue with Franklin's view of the relation between curriculum theory and practice as stated in pp. 9-33, same volume of Curriculum Inquiry.

Broad Topical Focus: Curriculum Change, Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum, Knowledge Generation

Beyer, Landon E., "Political Notes and Notices," Journal of Curriculum Theorizing, 2(Summer, 1985), 150-161.*, Landon E. Beyer

Annotation: Offers an argument for political activity by educators with several examples.

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

Beyer, Landon E., "Schooling for the Culture of Democracy," pp. 219-238 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988., Landon E. Beyer

Annotation: Examines the role of schools in a democracy, moral discourse, and changing views of democracy; discusses ways critical inquiry in curriculum has dominated the study of various inequalities in schools.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Democratic Education, Curriculum as Experience

Beyer, Landon E., "The Aims of Schooling: Marketization, Democracy, and the Public Good," Educational Foundations, 8(Fall, 1994), 43-58., Landon E. Beyer

Annotation: Contrasts aims of schooling based on market values and those based on democratic and public values.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum, Democratic Education

Beyer, Landon E., The Arts, Popular Culture, and Social Change. New York: Peter Lang, 2000., Landon E. Beyer

Annotation: Contains seven essays on aesthetic theory, curriculum, school practice, and teacher education; makes the case for the critical perspective on the arts.

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

Beyer, Landon E., "The Curriculum, Social Context, and 'Political Correctness'," Journal of General Education, 43(No. 1, 1994), 1-31.*, Landon E. Beyer

Annotation: Argues against the contemporary conservative views of curriculum in higher education that accept a singular view of truth, reality, or certainty; critiques those views in terms of philosophical and contextual criteria.

Broad Topical Focus: 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: Ideology and School Knowledge, Liberal Education/General Education, Higher Education Curriculum, Curriculum and Politics, Multicultural Education, Knowledge Generation

Beyer, Landon E., "The Parameters of Educational Inquiry," Curriculum Inquiry, 16(Spring, 1986), 87-114., Landon E. Beyer

Annotation: Reviews Feinberg's Understanding Education and its multiple perspectives on educational inquiry.

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

Beyer, Landon E., "The Reconstruction of Knowledge and Educational Studies," Journal of Education, 168(No. 2, 1986), 113-135.*, Landon E. Beyer

Annotation: Traces the epistemological foundations of educational theory and the current reorientation in inquiry in teacher education and curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories, Curriculum Research and Inquiry-General, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Education, Value Assumptions and Ideologies in Curriculum, Philosophical Schools, Curriculum Theory Creation and Uses

Beyer, Landon E., "The Value of Critical Perspective in Teacher Education," Journal of Teacher Education, 52(March, 2001), 151-163., Landon E. Beyer

Annotation: Discusses the role of critical theory in education and in teacher education in particular; describes the teacher education program at Indiana University within this critical perspective.

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

Beyer, Landon E., and Michael W. Apple, "Values and Politics in the Curriculum," pp. 3-16 in Landon E. Beyer and Michael W. Apple, eds., The Curriculum: Problems, Politics, and Possibilities . Albany, NY: State University of New York Press, 1988. Also pp. 1-17 in second edition, 1998., Landon E. Beyer and Michael W. Apple

Annotation: Introduces the book's essays and places them historically within the curriculum field's perennial and complex questions.

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

Beyer, Landon E., and Daniel P. Liston, Curriculum in Conflict: Social Visions, Educational Agendas, and Progressive School Reform. New York: Teachers College Press, 1996., Landon E. Beyer and Daniel P. Liston

Annotation: Analyzes the educational positions associated with the new right, modern liberals, radicals, and postmodernists and then develops a new position -- new progressivism -- with an associated view of curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Philosophical Schools

Beyer, Landon E., and Daniel P. Liston, "Discourse or Moral Action? A Critique of Postmodernism," Educational Theory, 42(Fall,1992), 371-393., Landon E. Beyer and Daniel P. Liston

Annotation: Discusses criticisms of postmodern curriculum theory and the implications for curriculum deliberation.

Broad Topical Focus: Curriculum Decision-making Processes, Inquiry Language in Curriculum Research, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum

Beyer, Landon E., and George H. Wood, "Critical Inquiry and Moral Action in Education," Educational Theory, 36(Winter, 1986), 1-14., Landon E. Beyer and George H. Wood

Annotation: Addresses equality, democracy, and autonomy as key norms in education for moral action.

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

Bhattacharya, Asoke, Paulo Freire: Rousseau of the Twentieth Century. Rotterdam: Sense Publishers, 2011., Asoke Bhattacharya

Annotation: Re-presents the various ideas and writings on education by Paulo Freire against the backdrop of Brazilian history and culture and of Freire's own life story; quotes and comments on several of Freire's published works; interprets them and his teachings both in Brazil, in Chile, and in his speaking around the world; offers commentaries on Freire by essayists from three recent book collections; provides a masterful, intelligible grasp of Freire and his ideas in one convenient volume.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Literature of Curriculum, Value Assumptions and Ideologies in Curriculum

Bhola, H. S., "Equivalent Curriculum Construction as Situated Discourse: A Case in the Context of Adult Education in Namibia," Curriculum Inquiry, 29(Winter, 1999), 459-484., H. S. Bhola

Annotation: Offers a model of curriculum development as the development of discourse in a situation as texts (as contrasted with outcomes-based education), illustrated in the context of adult education in Namibia.

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: Curriculum Development Strategies, Comparative Curriculum

Bialystok, Lauren, " 'My Child, My Choice'? Mandatory Curriculum, Sex, and the Conscience of Parents," Educational Theory, 68(No. 1, 2018), 11-29., Lauren Bialystok

Annotation: Analyzes the issues involved in parents' opting their children out of certain sex education topics vs the rights of civil society to support the rights of children to a comprehensive sex education curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Speculative Essay, Content Analysis, Philosopical Inquiry--Ampliative Criticism
Type of Study: SIngle Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Physical Education, Hidden Curriculum, Ethical Issues in Curriculum, Curriculum Aims and Objectives

Bickman, Martin, Minding American Education: Reclaiming the Tradition of Active Learning. New York: Teachers College Press, 2003., Martin Bickman

Annotation: Traces the antecedents in American thought on education of the contemporary view of what the author calls "active learning and thinking" (as opposed to forcing, filling, testing children with abstractions); treats Emerson, Thoreau, Dewey, etc.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists, Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
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, Open Education

Biddle, Bruce J., "Better Ideas: Expanding Funding for Educational Research," Educational Researcher, 25 (December, 1996), 12-14. *, Bruce J. Biddle

Annotation: Makes the case for funding educational research.

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

Bidwell, Charles E., and Robert Dreeben, "School Organization and Curriculum," pp. 345-362 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., Charles E. Bidwell and Robert Dreeben

Annotation: Examines the relationship between school organization and curriculum in the U. S. from colonial times to the present.

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

Biesta,Gert, "Education and Democracy Revisited: Dewey's Democratic Deficit," pp. 112-129 in his Obstinate Education: Reconnecting School and Society. Boston: Brill Sense, 2019., Gert Biesta

Annotation: Explores Dewey's concepts of democracy and education for their relationship; finds his concept more social and moral than political; his concept of political democracy is limited.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry--Ampliative Criticism
Type of Study: Single Studty
Narrow Topic: Democratic Education

Biesta, Gert, "Education and the Democratic Person: Toward a Political Conception of Democratic Education," Teachers College Record, 109(March, 2007), 740-769., Gert Biesta

Annotation: Distinguishes eduction "for" democracy from education "through" democracy and explicates the intellectual background for the latter as the preferred mode.

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

Biesta, Gert, "How Genreal Can Bildung Be? Reflections on the Future of a Modern Educational Ideal," British Journal of Philosophy of Education, 36(3,2002), 377-390.Reprinted pp. 23-38 In Gert Biesta, Obstinate Education. Boston: Brill Sense, 2019., Gert Biesta

Annotation: Explains the evolution of the term Bildung as a prelude for discussing the question stated in the title.

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

Biesta, Gert, "Pragmatising the Curriculum: Bringing Knowledge Back into the Curriculum Conversation, but Via Pragmatism," The Curriculum Journal, 25(No. 1, 2014), 29-49., Gert Biesta

Annotation: Analyzes Dewey's transactional theory of knowing; draws implications for curriculum decision-making; other related articles follow.

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

Biesta, Gert, "Why 'What Works' Won't Work: Evidence-Based Practice and the Democratic Deficit in Educational Research," Educational Theory, 57(No. 1, 2007), 1-22., Gert Biesta

Annotation: Critiques the arguments for limiting educational practices to those supported by evidence of success in achieving goals; explains why actions based on research require democratic deliberation.

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: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Government Role in Educational Research & Development, Knowledge Utilization

Biesta, Gert J. J., and Deborah Osberg,"Beyond Re/Presentation: A Case for Updating the Epistemology of Schooling," Interchange, 38(March, 2007), 15-29., Gert J. J. Biesta and Deborah Osberg

Annotation: Describes with careful analysis a presentational rather than a representational epistemology; ponders what schooling would be like if it relied upon the former rather than the latter; other articles follow on the implications of this thesis (p. 31 and p. 69).

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization, Curriculum Aims and Objectives

Binder, Amy J., Contentious Curricula: Afrocentrism and Creationism in American Public Schools. Princeton, NJ: Princeton University Press, 2002., Amy J. Binder

Annotation: Traces the challenges to and impact on the curriculum of these two group pressures; draws on cases in six states and one school district.

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

Blacker, David, "Fanaticism and Schooling in the Democratic State," American Journal of Education, 106(February, 1998), 241-272., David Blacker

Annotation: Defines a circumscribed view of fanaticismn and argues for excluding groups defined by fanaticism from participating in democractic school policy making.

Broad Topical Focus: Curriculum Policies and Policy Making, 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 and Politics, Ideology and School Knowledge

Black, Susan, "Is Curriculum on Your Bargaining Table?" The American School Board Journal, 179(April, 1992), 30-33., Susan Black

Annotation: Suggests curriculum matters that can be dealt with in contract bargaining.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

Blades, David W., Procedures of Power and Curriculum Change: Focault and the Quest for Possibilities in Science Education. New York: Peter Lang, 1997., David W. Blades

Annotation: Portrays the personal involvement of the author in changes in Alberta's science programs and shows how Foucault's views on power assist in revealing procedures of power in curriculum change; allegory in Ch. 5 captures the experience.

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

Bleazby, Jennifer, "Why Some School Subjects Have a Higher Status from Others: The Epistemology of the Traditional Curriculum Hierarchy," Oxford Review of Education, 4(15, 2015), 671-689., Jennifer Bleazby

Annotation: Analyzes the sources of this dilemma and reviews alternatives; draws on Dewey's conception of "authentic curriculum."

Broad Topical Focus: Curriculum Develpment, 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

Bleich, David, Subjective Criticism . Baltimore, MD: Johns Hopkins University Press, 1978., David Bleich

Annotation: Challenges the assumption of objectivity in literary and aesthetic criticism and analyzes a number of related issues; reveiwed in Curriculum Inquiry 9(4), 1979.

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

Block, Alan, "Toward Objectives and Assessment: Means of Control," Journal of the American Association for the Advancement of Curriculum Studies, 8(Spring, 2012), 1-10., Alan Block

Annotation: Reviews the contributions of Ralph Tyler to the role of evaluation in curriculum and instruction as viewed by later curriculum theorists; briefly examines related assumptions.

Broad Topical Focus: Curriculum Evaluation, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Evaluation of Instruction, Student Assessment

Block, Alan A., "By Way of Introduction," pp. 5-31 in his Talmud, Curriculum, and the Practical: Joseph Schwab and the Rabbis. New York: Peter Lang, 2004., Alan A. Block

Annotation: Argues that Schwab's ideas on curriculum might be situated in Jewish Talmud practice.

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

Bloom, Benjamin, "Ralph Tyler's Impact on Evaluation Theory and Practice," Journal of Thought, 21(Spring, 1986), 36-46., Benjamin Bloom

Annotation: Describes Tyler's contributions to the field of evaluation theory and practice.

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: Evaluation of Instruction, Program Audit/Evaluation

Bloom, Benjamin S., "Innocence in Education," School Review, 80(May, 1972), 333-352., Benjamin S. Bloom

Annotation: Identifies seven areas of research for which causal chains need to be made clear.

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

Bloom, Benjamin S., "Ralph Tyler and the University of Chicago Examination System," Teaching Education, 2(Spring, 1988), 47-58., Benjamin S. Bloom

Annotation: Describes Tyler's role as College Examiner at the University of Chicago in developing the examination system.

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, Higher Education Curriculum, Student Assessment

Bloom, Benjamin S., "The Role of the Educational Sciences in Curriculum Development," International Journal of Educational Science, 1(1966), 5-16., Benjamin S. Bloom

Annotation: Discusses the role of sciences such as educational psychology in the process of curriculum development.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Psychology and Curriculum

Blumenfeld-Jones, Donald, "Dance Curricula Then and Now: A Critical Historical-Hermenuetic Evaluation," pp. 125-153 in William M. Reynolds and Julie A. Webber, eds., Expanding Curriculum Theory: Dis/positions and Lines of Flight. Mahwah, NJ: Lawrence Erlbaum, 2004., Donald Blumenfeld-Jones

Annotation: Examines and critiques three models for dance education in terms of underlying assumptions.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Physical Education, Aesthetics Education, Value Assumptions and Ideologies in Curriculum

Blumenfeld-Jones, Donald, "The Art of Renewing Curriculum Research," pp. 231-246 in Gloria Ladson-Billings and William F. Tate, eds., Educational Research in the Public Interest: Social Justice, Action, and Policy. New York: Teachers College Press, 2006., Donald Blumenfeld-Jones

Annotation: Calls for curriculum research to address the public interest through studies that utilize the arts and hermeneutic forms of inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Blumenfeld-Jones, Donald S., "Three Forms of 'Discipline': Implications for Curriculum Design," Journal of Thought, 29(Fall, 1994), 27-40., Donald S. Blumenfeld-Jones

Annotation: Posits order, limitation, and community as three forms of discipline, each of which has different implications for curriculum design.

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: Content Selection and Organization

Bobbitt, Franklin, The Curriculum . Boston: Houghton Mifflin Co., 1918., Franklin Bobbitt

Annotation: Is the first book published in the United States devoted to the curriculum; gives Bobbitt's early views on curriculum content and development.

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: Classics of Curriculum Literature, Curriculum History

Bobbitt, John Franklin, How to Make a Curriculum . Boston: Houghton Mifflin, 1924., John Franklin Bobbitt

Annotation: Gives Bobbitt's views on establishing curriculum objectives and relates this to the content areas.

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: Classics of Curriculum Literature, Curriculum History, Curriculum Aims and Objectives

Bode, Boyd, Fundamentals of Education . New York: Macmillan, 1921., Boyd Bode

Annotation: Provides Bode's philosophy of curriculum.

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: Curriculum History, Classics of Curriculum Literature

Boe, Erling E., and Sujie Shin, "Is the United States Really Losing the International Horse Race in Academic Achievement?" Phi Delta Kappan, 86(May, 2005), 688-695., Erling E. Boe and Sujie Shin

Annotation: Looks at data from six international comparison studies and organizes these data collectively and interprets these combined results.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Student Assessment, Comparative Curriculum, Curriculum Standards and Testing

Bogdan, Robert C., and Sari Knopp Biklen, "Foundations of Qualitative Research in Education," pp. 21-44 in Wendy Luttrell, ed., Qualitative Educational Research: Readings in Reflexive Methodology and Trransformative Practice. New York: Routledge, 2010., Robert C. Bogdan and Sari Knopp Biklen

Annotation: Gives a comprehensive overview of the nature and history of qualitative research approaches available for use in educational contexts.

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, Qualitative Research

Bogdan, Robert C., and Sari Knopp Biklen, Qualitative Reseach for Education: An Introduction to Theory and Methods, 2d Ed. Boston: Allyn & Bacon, 1992., Robert C. Bogdan and Sari Knopp Biklen

Annotation: Outlines practical approaches to conducting qualitative research studies in education from designing studies to writing them up.

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, Qualitative Research

Bohan, Chara Haeussler, "Early Vanguards of Progressive Education: The Committee of Ten, The Committee of Seven, and Social Education," Journal of Curriculum and Supervision, 19(Fall, 2003), 73-94., Chara Haeussler Bohan

Annotation: Examines antecedents of the Progressive Education Association; clarifies the work of these two committees and their relation to the social studies curriculum.

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, Social Studies, Value Assumptions and Ideologies in Curriculum, Classics of Curriculum Literature

Bohan, Chara Haeussler, "O. L. Davis, Jr.'s Impact on Curriculum Research in the 1990s," Curriculum and Teaching Dialogue, 11(Nos. 1 & 2, 2009), 43-51., Chara Haeussler Bohan

Annotation: Gives an overview of Davis's career and of his mentoring of graduate students; related articles appear before and after this article in a festschrift series honoring Davis.

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

Bolin, Frances, "Dialogue or Anti-Dialogue? William Torrey Harris as seen through Paulo Freire's Theory of Dialogical and Anti-Dialogical Actions," Journal of Curriculum Theorizing, 2(Summer, 1985), 80-116.*, Frances Bolin

Annotation: Contrasts Harris's and Freire's views of instructional change.

Broad Topical Focus: Curriculum Theorists, Curriculum Enactment and Teaching, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

Bolin, Frances S., "The Teacher as Curriculum Decision Maker," pp. 92-108 in Frances S. Bolin and Judith McConnell Falk, eds., Teacher Renewal: Professional Issues, Personal Choices . New York: Teachers College Press, 1987.*, Frances S. Bolin

Annotation: Makes a case for teachers to be curriculum decision makers.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-making Processes, Curriculum Policies and Policy Making, 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: Curriculum Deliberation, Authority of Teacher

Bonser, Stewart A., and Shirley J. Grundy, "Reflective Deliberation in the Formulation of a School Curriculum Policy," Journal of Curriculum Studies, 20(January-February, 1988), 35-45., Stewart A. Bonser and Shirley J. Grundy

Annotation: Notes several approaches to deliberation and outlines an alternative process of reflective deliberation that involves returning proposed policy actions to players in the system for their feedback and deliberation.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

Bonsor, Fredrick Gordon. The Elementary School Curriculum . New York City: Macmillan, 1920., Fredrick Gordon Bonsor

Annotation: Establishes Bonser as an early authority on the elementary school curriculum.

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: Elementary School Curriculum, Curriculum History, Classics of Curriculum Literature

Bookwalter, Keith, "WES: A Theory and Framework for an International Curriculum," pp. 35-50 in Donna Trueit, William E. Doll, Jr., Hongyu Wang, and William F. Pinar, eds., The Internationalization of Curriculum Studies. New York: Peter Lang, 2003., Keith Bookwalter

Annotation: Offers a curriculum proposal that includes six strands: processes, content, symbol systems, values, competencies, and self.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Comparative Curriculum

Boomer, Garth, "Curriculum Composing and Evaluating." pp. 32-45 in Garth Boomer, Nancy Lester, Cynthia Onore, and Jan Cook, eds., Negotiating the Curriculum: Educating for the 21st Century. London: The Falmer Press, 1992., Garth Boomer

Annotation: Conceptualizes five stages of the negotiation process involved in curriculum planning, teaching, learning, and evaluation.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teaching/Learning Process, Content Selection and Organization, Democratic Education

Boomer, Garth, "Space and Meta-Space," Curriculum Perspectives, 4(October, 1984), 57-59., Garth Boomer

Annotation: Complains about the direction being taken in curriculum theorizing that omits the teacher as theorizer.

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: Teacher Research, Curriculum Theory Creation and Uses

Boostrom, Robert, "A Curriculum of Caring," Journal of Curriculum Studies, 26(January-February, 1994), 97-114., Robert Boostrom

Annotation: Reviews 3 books by Nel Noddings on caring and the curriculum.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization

Boostrom, Robert, "Arts and Disciplines," pp. 34-54 in Robert Boostrom, Thinking: The Foundation of Critical and Creative Learning in the Classroom. New York: Teachers College Press, 2005., Robert Boostrom

Annotation: Examines Plato's focus on physical education and music, history of seven liberal arts, and what makes a discipline; all this relates to thinking as a curricular emphasis.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Liberal Education/General Education, Vocational vs. Liberal Education, Curriculum History

Boostrom, Robert, "Transdimensional Curriculum: A Review of the SAGE Handbook of Curriculum and Instruction," Curriculum and Teaching Dialogue, 10(Nos. 1 & 2, 2008), 281-300. Additional reviews of this Handbook appear in Curriculum Inquiry 39(January, 2009)., Robert Boostrom

Annotation: Reviews and critiques the 2008 Handbook and raises issues related to the treatment of some of its topics.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Literature, Literature of Curriculum

Boote, David, "Notes Toward a Naturalistic Study of Education Research Methodology," Interchange, 39(July, 2008), 303-325., David Boote

Annotation: Discusses the need to examine how research is actually conducted in order to avoid blind adherence to methodology and to take context into account; urges producing reasoned arguments for research results.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Boote, David N., "Teachers' Professional Discretion and the Curricula," Teachers and Teaching, 12(August,2006), 461-478.*, David N. Boote

Annotation: Posits three developmental levels of teachers' professional discretion (procedural, substantive, innovative) in making teaching and curriculum decisions and describes the appropriate kinds of professional development required for teachers to move to the highest of these levels of professional discretion; discusses changes in curriculum policies and institutional practices and culture needed to acknowledge and foster teachers' development of innovative professional discretion.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Teacher Education, Authority of Teacher, Curriculum Deliberation

Boote, David N., and Penny Beile, "Scholars before Researchers: On the Centrality of the Dissertation Literature Review in Research Preparation," Educational Researcher, 34(August/September, 2005), 3-15.*, David N. Boote and Penny Beile

Annotation: Argues for sophisticated literature reviews in education dissertations and for explicit preparation in doing them in predissertation doctoral education; a related article and a response by these authors appears in the same journal, 35(December, 2006), 28-31; 32-35.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Programs of Study in Curriculum and Instruction, Knowledge Generation, Education as a Field of Study

Booth, Wayne C., Gregory G. Colomb, , & Joseph M. Williams, The Craft of Research. Chicago, IL: The University of Chicago Press, 1995., Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams

Annotation: Provides an introduction to selecting a research problem or question, to drafting and revising a research report, and to making warranted arguments for research conclusions.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General, Defining Curriculum Research Questions
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Bostwick, Prudence, J. Cecil Parker and Gladys L. Potter, One Hundred Years of Curriculum Improvement, 1857-1957. Washington, DC: Association for Supervision and Curriculum Development, 1957., Prudence J. Bostwick, Cecil Parker, and Gladys L. Potter

Annotation: Reviews the history of 100 years of curriculum improvement; identifies four types of significant changes in curriculum.

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