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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Cherryholmes, Cleo H., "Construct Validity and the Discourses of Research," American Journal of Education, 96(May, 1988), 421-457., Cleo H. Cherryholmes

Annotation: Examinnes the use of the concept of construct validity in educational research, especially in relation to phenomenological, critical, and interpretive research.

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

Cherryholmes, Cleo H., "Poststructuralism, Pragmatism, and Curriculum," pp. 130-149 in his Power and Criticism: Poststructural Investigations in Education . New York: Teachers College Press, 1988.*, Cleo H. Cherryholmes

Annotation: A poststructural analysis of the structure-of-disciplines curriculum with an exposition of critical pragmatism.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Definitions, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

Cherryholmes, Cleo H., Power and Criticism: Post-Structural Investigations in Education . New York: Teachers College Press, 1988., Cleo H. Cherryholmes

Annotation: Introduces Habermas, Foucalt, and Derrida to currriculum researchers; a critical pragmatics of curriculum.

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

Cherryholmes, Cleo H., "Reading Research," Journal of Curriculum Studies, 25(January-February, 1993), 1-32.*, Cleo H. Cherryholmes

Annotation: Demonstrates a feminist, a critical, and a deconstructionist reading of a research study on comprehension of texts; calls for a pragmatic approach.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Research Domains and Structure, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism, Hermeneutic Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum, Discourse Analysis

Cherryholmes, Cleo H., "Social Knowledge and Citizenship Education: Two Views of Truth and Criticism, "Curriculum Inquiry, 10(Summer, 1980), 115-141., Cleo H. Cherryholmes

Annotation: Analyzes assumptions behind citizenship education, including positivist assumptions.

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

Cherryholmes, Cleo H., "Theory and Practice: On the Role of Empirically Based Theory for Critical Practice," American Journal of Education, 94(November, 1985), 39-70.*, Cleo H. Cherryholmes

Annotation: Addresses the uses of theory and of practice in the literature of educational research, especially in relation to critical inquiry.

Broad Topical Focus: Relation of Curriculum Research to Practice,Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Practical Knowledge, Curriculum and Politics

Cherryholmes, Cleo H., "What is Curriculum Theory? A Special Problem in Social Theory," Theory into Practice, 21(Winter, 1982), 28-33., Cleo H. Cherryholmes

Annotation: Discusses the necessity of ethical criteria in doing theorizing about curriculum improvement.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
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, Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum

Cheung, Derek, and Hin-Wah Wong, "Measuring Teacher Beliefs about Alternative Curriculum Designs," The Curriculum Journal, 13(Summer, 2002), 225-248., Derek Cheung and Hin-Wah Wong

Annotation: Reports a survey study of Hong Kong teachers' valuing of five different curriculum orientations; discusses issues surrounding the measurement of teacher beliefs about alternative curriculum designs.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Teacher Knowledge

Cheung, K. C., and Robert Taylor, "Towards a Humanistic Constructivist Model of Science Learning: Changing Perspectives and Research Implications," Journal of Curriculum Studies, 23(January-February, 1991), 21-40., K. C. Cheung and Robert Taylor

Annotation: Defines a constructivist model of science education and its five aspects.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Science

Cheverst, W. J., "The Role of the Metaphor in Educational Thought: An Essay in Content Analysis," Journal of Curriculum Studies, 4(May, 1972), 71-82., W. J. Cheverst

Annotation: Reports a content analysis of British documents on primary education regarding an array of educational metaphors.

Broad Topical Focus: Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Elementary School Curriculum, Curriculum Theory Creation and Uses

Chiarelott, Leigh, "The Role of Experience in the Curriculum: An Analysis of Dewey's Theory of Experience," The Journal of Curriculum Theorizing, 5(Summer, 1983), 29-40., Leigh Chiarelott

Annotation: Reviews Dewey's theory of experience and argues for looking at students' experience in curriculum.

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

Chiarelott, Leigh, "The Role of Experience in the Curriculum: Application of Dewey's Theory of Experience," Journal of Curriculum Theorizing , 5(Fall, 1983), 22-37., Leigh Chiarelott

Annotation: Describes the nature of experience in curriculum as defined by Dewey.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

Chinn, Clark A., Sarit Barzilai, and Ravit Golan Duncan, "Education for a 'Post-Truth' World: New Directions for Research and Practice," Educational Researcher, 50(1, 2020), 51-60., Clark A. Chinn

Annotation: Argues for including epistemic performance (aims, ideals, and practices) throughout the curriculum to facilitate the identification and evaluation of false or misleading information; recommends five instructional practices to accomplish this goal.

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 Aims and Objectives, Critical Thinking

Chin, Robert, and Loren Downey, "Changing Change: Innovating a Discipline," pp. 513-529 in Robert M. W. Traners, ed., Second Handbook of Research on Teaching . Chicago: Rand McNally, 1973.*, Robert Chin and Loren Downey

Annotation: Summarizes conceptual models of change and approaches to defining change.

Broad Topical Focus: Curriculum Change
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization, Curriculum Implementation, Knowledge Generation, Curriculum Theory Creation and Uses

Chipley, Donald R., "Rule-Making and Educational Inquiry," Educational Theory, 22 (Spring, 1972), 181-191., Donald R. Chipley

Annotation: Discusses the relation of rule making in curriculum and possible inquiries.

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

Chism, Nancy, Donald Sanders, and Connie Zitlow, "Observations on a Faculty Development Program Based on Practice-Centered Inquiry," Peabody Journal of Education, 64(Spring, 1987), 1-23., Nancy Chism, Donald Sanders, and Connie Zitlow

Annotation: Reports an action research study of a faculty development program in higher education departments.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Higher Education Curriculum, In-service Teacher Development

Christensen, James E., Curriculum, Education, and Educology . Sydney: Educology Research Associates, 1981., James E. Christensen

Annotation: Employs eleven critical categories to distinguish curriculum, education, and knowledge about education.

Broad Topical Focus: Curriculum Definitions,Curriculum as a Field of Practice and Study,Inquiry Language in Curriculum Research,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Education as a Field of Study, Educology

Christensen, James E., and James E. Fisher, Organization and Colleges of Education: An Educological Perspective . Sydney: Educology Research Associates, 1983., James E. Christensen and James E. Fisher

Annotation: Formulates a pattern of academic organization for colleges of education based on categories of knowledge about education (educology).

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

Chubin, Daryl, Alan Porter, Frederick Rossini, and Terry Connelly, eds., Interdisciplinary Analysis and Research: Theory and Practice of Problem-Focused Research and Development. Mt. Airy, MD: Lomond, 1986., Daryl Chubin, Alan Porter, Frederick Rossini, and Terry Connelly

Annotation: Presents 34 reprinted articles on the why, who, where, what, and how of interdisciplinary research.

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

Churchman, Charles West, The Design of Inquiring Systems: Basic Concepts of Systems and Organization . New York: Basic Books, 1971., Charles West Churchman

Annotation: Traces a whole reange of inquiry systems from simple to complex, critiques them, and poses alternatives.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
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

Cizek, Gregory J., "Crunchy Granola and the Hegemony of the Narrative," Educational Researcher, 24(March, 1995), 26-28., Gregory J. Cizek

Annotation: Gives a perspective on qualitative research by a quantitative researcher.

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, Qualitative Research

Clandinin, D. Jean, Classroom Practice: Teacher Images in Action . Philadelphia: Falmer Press, 1986., D. Jean Clandinin

Annotation: Reports a study of teachers' images of classroom practice.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Self-Knowledge, Teacher Planning

Clandinin, D. Jean, "Developing Rythm in Teaching: The Narrative Study of a Beginning Teacher's Personal Practical Knowledge of Classrooms," Curriculum Inquiry, 19(Summer, l989), 121-141.*, D. Jean Clandinin

Annotation: Explores the development of one first-year teacher's personal practical knowledge of teaching.

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

Clandinin, D. Jean, "Personal Practical Knowledge: A Study of Teachers' Classroom Images," Curriculum Inquiry, 15(Winter, 1985), 361-385., D. Jean Clandinin

Annotation: Reports a study of teachers' personal practical knowledge in the classroom and the images used to characterize the classroom.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Practical Knowledge, Teaching/Learning Process

Clandinin, D. Jean, and F. Michael Connelly, "Forms of Curriculum Inquiry", pp. 1316-1320 in Torsten Husen and Thomas N. Postlethwaite, eds., The International Encyclopedia of Education, 2d ed. New York: Pergamon, 1994.*, D. Jean Clandinin and F. Michael Connelly

Annotation: Reviews alternative categorization schemes for forms of curriculum inquiry and summarizes one based on Joseph Schwab -- analytic, portrait, intentional, structure-function, societal, narrative, applied and developmental, and mixed.

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

Clandinin, D. Jean, and F. Michael Connelly, "Inquiry into Schooling: Diverse Perspectives," Journal of Curriculum and Supervision, 2(Summer, 1987), 295-313., D. Jean Clandinin and F. Michael Connelly

Annotation: Describes six inquiry perspectives (analytic, portrait, intentional, structural, societal, narrative).

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

Clandinin, D. Jean, and F. Michael Connelly, Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass, 2000., D. Jean Clandinin and F. Michael Connelly

Annotation: Describes what a narrative inquirer does and discusses and illustrates several dimensions of the process.

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

Clandinin, D. Jean, and F. Michael Connelly, "Stories to Live By: Narrative Understandings of School Reform," Curriculum Inquiry, 28(Summer, 1998), 149-164.*, D. Jean Clandinin and F. Michael Connelly

Annotation: Describes the development of the authors' views of narrative as a way of conceptualizing teacher's knowledge; identifies missing elements in prevailing views of school reform as seen by teachers; and conceptualizes a new story that accounts for these elements.

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

Clandinin, D. Jean, and F. Michael Connelly, "Teachers as Curriculum Makers,' pp. 363-401 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., D. Jean Clandinin and F. Michael Connelly

Annotation: Reviews the literature on teachers as curriculum makers of two types--as conduits for externally prepared curricula and as their own curriculum makers (whose stories tell us what is involved).

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Narrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teacher Knowledge, Teacher Planning, Materials Development and Evaluation, Value Assumptions and Ideologies in Curriculum, Curriculum Implementation, Teacher Research

Clandinin, D. Jean, and Jerry Rosiek, "Mapping a Landscape of Narrative Inquiry: Borderland Spaces and Tensions," pp. 35-75 in D. Jean Clandinin, ed., Handbook of Narrative Inquiry: Mapping a Methodology. Thousand Oaks, CA: Sage, 2007., D. Jean Clandinin and Jerry Rosiek

Annotation: Situates narrative inquiry within a Deweyan theory of experience; shows how its philosophical assumptions differ from post-positivism, Marxism, and post-structuralism while sharing some of their assumptions.

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

Clark, Charles, "The Necessity of Curricular Objectives," Journal of Curriculum Studies, 20( July-August, 1988), 339-349., Charles Clark

Annotation: Analyzes the role and purposes of curriculum objectives.

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

Clark, David L., and Terry A. Astuto, "The Significance and Permanence of Changes in Federal Education Policy," Educational Researcher, 15(October, 1986), 4-13., David L. Clark and Terry A. Astuto

Annotation: Argues that federal educational policy changed significantly during the Reagan administration and will continue along these lines in the future; analyzes curriculum content, character education, and choice.

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

Clarke, Mike, "Reporting Format," pp. 521-534 in Harris Cooper, Larry V. Hedges, and Jeffrey C. Valentine, Eds., The Handbook of Research Synthesis and Meta-Analysis, 2nd ed. New York: Russell Sage Foundation, 2009., Mike Clarke

Annotation: Presents and describes a structure for reporting the results of a research synthesis or meta-analysis.

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

Clark, John A., "Objectivity, Subjectivity, and Relativism in Educational Research," Curriculum Inquiry, 24(Spring, 1994), 81-94., John A. Clark

Annotation: Critiques earlier articles by Eisner, Barone, and Guba in Curriculum Inquiry 22(1) on the subjects in the title; followed by responses by Eisner and Barone.

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, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Clegg, Ambrose A., Jr., "Diversity and Conformity in American Curriculum," pp. 175-213 in O. L. Davis, Jr., ed., Perspectives on Curriculum Development: 1776-1976. Washington, DC: Association for Supervision and Curriculum Development, 1976., Ambrose A. Clegg Jr.

Annotation: Traces facets of curriculum development from early America to the present.

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: Research Synthesis
Narrow Topic: Curriculum History, Curriculum and Politics

Clemente, Maria, Elena Ramirez, and Ana B. Dominquez, "The Selection of Contents in School Projects in Spain," Curriculum Inquiry, 30(Fall, 2000), 295-317., Maria Clemente, Elena Ramirez, and Ana B. Dominquez

Annotation: Reports a survey of teachers' use of criteria in six categories for selecting curriculum content.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Content Selection and Organization, Comparative Curriculum

Clements, Douglas H., "Curriculum Research: Toward a Framework for 'Research-based Curricula," Journal for Research in Mathematics Education, 38(January, 2007), 35-70., Douglas H. Clements

Annotation: Contrasts goals of curriculum development research and of science research; argues the case for curriculum research related to practice, policy, and theory; posits 10 phases for curriculum development research; applies the model to mathematics curriculum; gives ramifications and caveats.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies, Materials Development and Evaluation, Mathematics

Clements, Millard, "Performance Based Education: A Social Alchemy," The Educational Forum, 46(Spring, 1982), 315-325., Millard Clements

Annotation: Critiques performance-based education's behaviorist assumptions.

Broad Topical Focus: Curriculum Visions and Philosophies,Curriculum Evaluation,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

Clift, Renee, Mary Lou Veal, Marlene Johnson, and Patricia Holland, "Restructuring Teacher Education through Collaborative Action Research," Journal of Teacher Education, 41(March-April, 1990), 52-62., Renee Clift, Mary Lou Veal, Marlene Johnson, and Patricia Holland

Annotation: Describes an action research project at University of Houston in teacher education based on inquiry and reflection.

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

Clinchy, Evans, Rescuing the Public Schools: What It Will Take to Leave No Child Behind. New York: Teachers College Press, 2007., Evans Clinchy

Annotation: Offers an alternative model to NCLB; also describes programs in several progressive schools on which the author worked over the last 50 years.

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

Clune, William H., "Educational Governance and Student Achievement," pp. 391-423 in William H. Clune and John F. Witte, eds., Choice and Control in American Education Volume 2: The Practice of Choice, Decentralization, and School Restructuring. Philadelphia: Falmer Press, 1990.*, William H. Clune

Annotation: Summarizes the relation between two school governance options--mission-oriented school improvement and curriculum alignment--and student achievement; choice plans are also analyzed.

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: Student Assessment

Clune, William H., "The 'Standards Wars' in Perspective," Teachers College Record, 100(Fall, 1998), 144-149., William H. Clune

Annotation: Summarizes agreements and disagreements in discussions of standards in mathematics and in science appearing in related articles in the same issue of the journal.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Standards and Testing, Content Selection and Organization, Curriculum and Politics, Science, Mathematics

Clune, William H., "Three Views of Curriculum Policy in the School Context: The School as Policy Mediator, Policy Critic, and Policy Constructor," pp. 256-270 in Milbrey W. McLaughlin, Jan E. Talbert, and Nina Bascia, eds., The Context of Teaching in Secondary Schools: Teachers' Realities . New York: Teachers College Press, 1990.*, William H. Clune

Annotation: Analyzes the effect on policy inquiry of three policy perspectives.

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

Coburn, Cynthia E., William R. Penuel, and Caitlin C. Farrell, "Fostering Educational Improvement with Research-Practice Partnerships," Phi Delta Kappan, 102(April, 2021), 14-19., Cynthia E. Coburn, William R. Penuel, and Caitlin C. Farrell

Annotation: Points out examples of several research-practice partnerships and the various types of collaborative work they are doing; traces the development of these types of research-practice partnerships.

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: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization

Cochran-Smith, Marilyn, and Kelly E. Demers, "Teacher Education as a Bridge? Unpacking Curriculum Controversies," pp. 261-281 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Marilyn Cochran-Smith and Kelly E. Demers

Annotation: Analyzes variations in U. S. teacher education curricula and explores three contemporary controversies in teacher education curriculum related to the professional knowledge base, the science of reading, and social justice.

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

Cochran-Smith, Marilyn, and Mary Kim Fries, "Sticks, Stones, and Ideology: The Discourse of Reform in Teacher Education," Educational Researcher, 30(November, 2001), 3-15., Marilyn Cochran-Smith and Mary Kim Fries

Annotation: Analyzes three warrants (evidentiary, accountability, political) employed in arguments by opposing groups on how to upgraded teachers and teacher education (the agenda of professionalization and the agenda of de-regulation).

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teacher Education, Philosophical Schools

Cochran-Smith, Marilyn, and Susan L. Lytle, Inside/Outside: Teacher Research and Knowledge. New York: Teachers College Press, 1993., Marilyn Cochran-Smith and Susan L. Lytle

Annotation: Gives background of various processes by which teacher research is conducted and provides numerous examples of journals, oral inquiries, classroom and school studies, and essays.

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

Cochran-Smith, Marilyn, and Susan L. Lytle, "Relationships of Knowledge and Practice: Teacher Learning in Communities," pp. 249-305 in Asghar Iran-Nejad and P. David Pearson, eds., Review of Research in Education 24, 1999. Washington, DC: American Education Research Association, 1999., Marilyn Cochran-Smith and Susan L. Lytle

Annotation: Anayzes and explicates the distinctions among three conceptions of teacher learning (three knowledge-practice relationships): knowledge-for-practice, knowledge-in-practice, and knowledge-of-practice; discusses these in context of recent understandings of teacher research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Teacher Knowledge, Practical Knowledge, Knowledge Utilization, Teacher Research

Cochran-Smith, Marilyn, and Susan L. Lytle, "Research on Teaching and Teacher Research: The Issues that Divide," Educational Researcher, 19(March, 1990), 2-11. *, Marilyn Cochran-Smith and Susan L. Lytle

Annotation: Makes the case for teacher research and contrasts this approach with the approaches used in research on teaching.

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

Codd, John A., "Toward a Critical Appreciation of School Culture and Curriculum," Curriculum Perspectives, 2(October, 1982), 15-21., John A. Codd

Annotation: Explores the aesthetic dimensions of educational experience, curriculum and school culture, and personal knowledge and practical judgment.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Aesthetic Inquiry and Curriculum Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Curriculum and Politics, Practical Knowledge

Cohen, David K., "Curriculum Contract," pp. 1152-1154 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon Press, 1984., David K. Cohen

Annotation: Describes uses and advantages of curriculum contracts negotiated with students.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teaching/Learning Process

Cohen, David K., "Curriculum Decision Making, School-Based," pp. 1157-1160 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education, New York: Pergamon, 1984., David K. Cohen

Annotation: Describes assumptions, adoption, advantages, disadvantages, and research related to school-based curriculum decision making.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Development Strategies, Curriculum Deliberation

Cohen, David K., "Curriculum History: Australia," pp. 1191-1193 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon Press, 1984., David K. Cohen

Annotation: Gives a brief look at curriculum in Australian schools.

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

Cohen, David K., "Dewey's Problem," The Elementary School Journal, 98(May, 1998). 427-446., David K. Cohen

Annotation: Offers a 100th anniversary review and critique of Dewey's essays in School and Society.

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

Cohen, David K., "Politics and Research: Evaluation of Social Action Programs in Education," Review of Educational Research , 40(April, 1970), 213-238. Reprinted pp. 442-467 in Arno A. Bellack and Herbert Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977., David K. Cohen

Annotation: Regards evaluation studies as political in nature and describes several approaches to program evaluation.

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

Cohen, David K., "Problems in Education Policy and Research," pp. 349-371 in David K. Cohen, Susan H. Fuhrman, and Fritz Mosher, eds., The State of Education Policy Research. Mahwah, NJ: Lawrence Erlbaum, 2007., David K. Cohen

Annotation: Reviews the changing shape of education policy and the problems of resource allocation, place of race in policy, teacher quality, and access to school; discusses the role of research in policymaking and the gap between policymakers and practitioners.

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

Cohen, David K., "What is System in Systemic Reform," Educational Researcher, 24 (December, 1995), 11-17; 31., David K. Cohen

Annotation: Sums up findings on policy studies related to theme of state and local policy instruments to attain systemic educational reform, including the use of curriculum standards and assessments.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum and Politics, Curriculum Standards and Testing

Cohen, David K., Susan H Fuhrman, and Fritz Mosher, eds., The State of Education Policy Research. Mahwah, NJ: Lawrence Erlbaum, 2007., David K. Cohen, Susan H. Fuhrman, and Fritz Mosher

Annotation: Contains 16 chapters summarizing the current status of research topics related to education policymaking.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study:
Type of Study: Collection of Studies
Narrow Topic: Curriculum Deliberation, Curriculum Implementation

Cohen, David K., and Susan L. Moffitt, "The Influence of Practice on Policy," pp. 63-80 in Douglas E. Mitchell, Robert L. Crowson, and Dorothy Shipps, eds., Shaping Educational Policy: Power and Process. New York: Routledge, 2011., David K. Cohen and Susan L. Moffitt

Annotation: Discusses the two-way influence of governing bodies and practice on educational policy; illustrates with the history of ESEA/NCLB; discusses paradoxes of coherence, capability, and excellence.

Broad Topical Focus: Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics

Cohen, David K., Susan L. Moffitt, and Simona Goldin, "Policy and Practice," pp. 63-85 in David K. Cohen, Susan H. Fuhrman, and Fritz Mosher, eds., The State of Education Policy Research. Mahwah, NJ: Lawrence Erlbaum, 2007., David K. Cohen, Susan L. Moffitt, and Simona Goldin

Annotation: Views the policy/practice dilemma as a problem of consistency among four factors: aims, capabilities among practitioners to implement them, instruments used to encourage revised practice, and resources available.

Broad Topical Focus: Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

Cohen, David K., and James P. Spillane, "Policy and Practice: The Relation between Governance and Instruction," pp. 3-49. Gerald Grant, ed., Review of Research in Education, 18: 1992. Washington, D.C.: AERA, 1992., David K. Cohen and James P. Spillane

Annotation: Compares the relation between curriculum policy (instructional guidance) and practice in the United States and other countries.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Social Efficiency/Control, Comparative Curriculum

Cohen, Jonathan, "Deliberation, Tradition, and the Problem of Incommensurability: Philosophical Reflections on Curriculum Decision Making," Educational Theory, 49(Winter, 1999), 71-89.*, Jonathan Cohen

Annotation: Reviews Schwab's view of deliberation, the incommensurability of theories, and their relationship; discusses continuity in negation and implications for curriculum decision making as constrained deliberation.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Cohen, Jonathan, "Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being," Harvard Eduational Review, 76(Summer, 2006), 201-237., Jonathan Cohen

Annotation: Advocates inclusion of this topic in schooling, reviews related contemporary practices, and suggests related action research; a related article by Noddings follows.

Broad Topical Focus: Curriculum Policies and Policy Making, 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 Aims and Objectives, Character Education, Citizenship Education, Democratic Education, Ethical Issues in Curriculum, Psychology and Curriculum, Curriculum as Experience

Cohen, Rosetta Marantz, "The Ordeal of Change: A True Story of High School Reform," Teachers College Record, 96(Winter, 1994), 148-166., Rosetta Marantz Cohen

Annotation: Reports on the process of change in one Coalition for Essential Schools school; three related responses follow this article.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Secondary School Curriculum

Cohen, Stuart J., "An Educational Psychologist Goes to Medical School," pp. 303-323 in Elliot W. Eisner, The Educational Imagination . New York: Macmillan, 1985., Stuart J. Cohen

Annotation: Peresents a qualitative picture of medical education by a professor in the program.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Higher Education Curriculum

Cole, Michael, "Mind as a Cultural Achievement: Implications for IQ Testing," pp. 218-249 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing , 84th Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Michael Cole

Annotation: Argues that culture-free intelligence is a contradiction in terms; reviews IQ testing; discusses context-sensitive approaches.

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

Collins, Allan, What's Worth Teaching? Rethinking Curriculum in the Age of Technology. New York: Teachers College Press, 2017., Allan Collins

Annotation: Sets forth a vision of curriculum based on trends in technology, literacy, mathematics, science, and educational policy; makes many specific recommendations for subject matter to be included and to be excluded; call the proposal a Passion Curriculum.

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, Curriculum Aims and Objectives

Commager, Harry Steele, "Some Problems of History," pp. 43-71 in his The Nature and the Study of History . Columbus, OH: Charles E. Merrill, 1965.*, Harry Steele Commager

Annotation: Indicates several cautions that should be exercised by the historian in seeking and interpreting historical evidence.

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

Common, Dianne L., "Curriculum Language," The Educational Forum, 48(Spring, 1984), 343-352., Dianne L. Common

Annotation: Shows the significance and place of assertive language (curriculum as imitation) and of emotive language (curriculum as imagination) in curriculum enactment.

Broad Topical Focus: Curriculum Enactment and Teaching, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process

Common, Dianne L., "The Practice of Curriculum Fixing and the Governance of Canada's Public Schools," Curriculum Perspectives, 6(October, 1986), 23-26., Dianne L. Common

Annotation: Gives cases of curriculum-fixes in Canadian education and their role in centralizing control of the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Freedom/Authority and Curriculum

Common, Dianne L., and Kieran Egan, "The Missing Soul of Modes of Curriculum Implementation-Educational Theory," Curriculum Perspectives, 8(May, 1988), 1-10.*, Dianne L. Common and Kieran Egan

Annotation: Treats a non-technological conception of curriculum implementation.

Broad Topical Focus: Curriculum Change, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

Confrey, Jere, "Comparing and Contrasting the National Research Council Report'On Evaluating Curricular Effectiveness' with the What Works Clearinghouse Approach," Educational Evaluation and Policy Analysis, 28(Fall, 2006), 195-213., Jere Confrey

Annotation: Points out similarities and differences in the research approaches used in these two efforts to establish curricular effectiveness in mathematics curricula.

Broad Topical Focus: Curriculum Evaluation, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Mathematics, Government Role in Educational Research & Development, Value Assumptions and Ideologies in Curriculum

Confrey, Jere, "The Lure of the Practical," Review Journal of Philosophy and Social Science, 7 (No. 1 & 2, 1982), 109-138.*, Jere Confrey

Annotation: Argues for merging theory and practice and draws implications that contrast with those derived from a separation of theory and practice.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Curriculum Conceptions and Theories, Curriculum Theorists, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge, Teacher Education, Curriculum Theory Creation and Uses, Philosophical Schools

Conle, Carola, "An Anatomy of Narrative Curricula, Educational Researcher, 32(April, 2003), 3-15., Carola Conle

Annotation: Analyses narrative , story, and narrating in light of Schwab's commonplaces of curriculum--student, teacher, subject matter, and milieu; gives examples from the classroom and from research using narrative; notes four results of narrative curricula.

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

Connell, R. W., "Curricular Justice," pp. 43-54 in his Schools and Social Justice. Philadelphia: Temple University Press, 1993., R. W. Connell

Annotation: Discusses three design principles of a curriculum that leads to social justice; discusses what makes for an unjust curriculum; argues for a counter-hegemoic curriculum logic.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Visions and Philosophies, 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 Aims and Objectives, Curriculum and Politics, Ethical Issues in Curriculum

Connelly, F. Michael, "Curriculum Decision Making By Teachers," Bulletin: Canadian Society for the Study of Education, 3(January, 1975), 1-5., F. Michael Connelly

Annotation: Discusses the role of teachers in curriculum decision-making.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Practical Knowledge

Connelly, F. Michael, "Joseph Schwab, Curriculum, Curriculum Studies, and Educational Reform," Journal of Curriculum Studies, 45(No. 5, 2013), 622-639., F. Michael Connelly

Annotation: Explains Schwab's conceptualization of a dialectical way of relating theory and practice in curriculum (quite a different principle from that prevalent in Curriculum Studies at the time of Schwab's writings); discusses what has happened since Schwab's time to curriculum studies, to curriculum reform, and to curriculum policy; suggests educational reform requires entering a massive, on-going, narrative process.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study, Relation of Curriculum Research to Practice, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum History, Curriculum and Politics, Curriculum Professors

Connelly, F. Michael, "Life in the Foothills of Curriculum," Journal of Curriculum Studies, 32(November-December, 2000), 743-748., F. Michael Connelly

Annotation: Gives personal reflections on his career and research contributions to the field of curriculum.

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

Connelly, F. Michael, "Some Considerations on the Status Relationship to Research, Character, and Study of Curriculum Development: An Overview," Curriculum Theory Network, 7(1971), 164-173.*, F. Michael Connelly

Annotation: Gives the status of our understanding of curriculum development, of its relation to research, and of its study.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study, Relation of Curriculum Research to Practice, Curriculum Research Domains and Structure, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

Connelly, F. Michael, "The Functions of Curriculum Development," Interchange, 3(No. 2/3, 1972), 161-177.*, F. Michael Connelly

Annotation: Presents the functional components of curriculum development and describes the teacher as choice-maker in curriculum development.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Teacher Planning

Connelly, F. Michael, and Miriam Ben-Peretz, "Teachers' Roles in the Using and Doing of Research and Curriculum Development," Journal of Curriculum Studies, 12(April-June, 1980), 95-107. Reprinted pp. 624-636 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988.*, F. Michael Connelly and Miriam Ben-Peretz

Annotation: Makes the case for teacher inquiry (action research) in developing new curricula, not just in implementing curricula.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research, Teacher Planning, Curriculum Development Strategies

Connelly, F. Michael, and D. Jean Clandinin, "Curriculum Content," pp. 1151-1152 in T. Husen, and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1984., F. Michael Connelly and D. Jean Clandinin

Annotation: Notes different ways of conceiving curriculum content and of selecting and organizing such content.

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

Connelly, F. Michael, and D. Jean Clandinin, "Curriculum Theory," pp. 287-292 in Marvin C. Alkin, ed., Encyclopedia of Educational Research, 6th ed. New York: Macmillan, 1992.*, F. Michael Connelly and D. Jean Clandinin

Annotation: Summarizes the use of "curriculum" and "curriculum theory" in the literature of the field; analyzes and illustrates six approaches to curriculum research; and describes applied and developmental research.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Development as Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

Connelly, F. Michael, and D. Jean Clandinin, "Narrative Inquiry: Storied Experience," pp. 121-153 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, F. Michael Connelly and D. Jean Clandinin

Annotation: Describes the processes of narrative inquiry in curriculum.

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

Connelly, F. Michael, and D. Jean Clandinin, "Narrative Understandings of Teacher Knowledge," Journal of Curriculum and Supervision, 15(Summer, 2000), 315-331., F. Michael Connelly and D. Jean Clandinin

Annotation: Presents a study of two different teacher's knowledge, understood narratively; shows differences in context and space (temporal, personal/existential, and place) and in professional knowledge landscape and personal practical knowledge of teachers.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Practical Knowledge

Connelly, F. Michael, and D. Jean Clandinin, "Personal Practical Knowledge and the Modes of Knowing: Relevance for Teaching and Learning," pp. 174-198 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago, University of Chicago Press, 1985., F. Michael Connelly and D. Jean Clandinin

Annotation: Stresses learning the modes of knowing within narrative unities; gives special attention to teachers' experiential modes of knowing and meaning-making.

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

Connelly, F. Michael, and D. Jean Clandinin, "Perspectives on Inquiry into Schooling," pp. 1-19 in Geoffrey Milburn and Robin Ennis, eds., Curriculum Canada VI . Vancouver, BC: University of British Columbia, 1985., F. Michael Connelly and D. Jean Clandinin

Annotation: Gives an introduction and examples of six perspectives of inquiry into schooling.

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

Connelly, F. Michael, and D. Jean Clandinin, "Stories of Experience and Narrative Inquiry," Educational Researcher, 19(June-July, 1990), 2-14. A version in pp. 121-153 in Edmund C. Short, ed., Forms of Curriculum Inquiry.. Albany, NY: SUNY Press, 1991.*, F. Michael Connelly and D. Jean Clandinin

Annotation: Describes the nature and processes involved in doing narrative inquiry and writing the narrative.

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

Connelly, F. Michael, and Gerry Connelly, "Curriculum Policy Guidelines: Context, Structures, and Functions," pp. 54-73 in Allan Luke, Annette Woods, and Katie Weir, eds., Curriculum, Syllabus Design, and Equity: A Primer and Model. New York: Routledge, 2013., F. Michael Connelly and Gerry Connelly

Annotation: Analyzes types of curriculum policy, curriculum guidelines, and their functions; describes guidelines for writing curriculum guidelines; discusses role of support documents; discusses decision-points and provides practical examples (mostly from Ontario) of this work.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Materials Development and Evaluation, School Subjects, Value Assumptions and Ideologies in Curriculum

Connelly, F. Michael , Robert K. Crocker, and Heidi Kass, "National Curriculum Research: Problems in the Methamethodology of Studies Concerned with State Policy and Local Variation," Comparative Education Review, 32(November, 1988), 430-451., F. Michael Connelly, Robert K. Crocker, and Heidi Kass

Annotation: Identifies problems with policy research in curriculum in various countries.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Comparative Curriculum, Government Role in Educational Research & Development

Connelly, F. Michael, and Barbara Dienes, "The Teacher as Choice Maker in Curriculum Development: A Case Study," Paper presented at Session 17.19 of the Annual Meeting, American Educational Research Association, New Orleans, 1973., F. Michael Connelly and Barbara Dienes

Annotation: Describes teachers' decision-making in curriculum development.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Development Strategies, Teacher Planning

Connelly, F. Michael, and Freema Elbaz, "Conceptual Bases for Curriculum Thought: A Teacher's Perspective," pp. 95-119 in Arthur W. Foshay, ed., Considered Action for Curriculum Improvement . Washington, DC: Association for Supervision and Curriculum Development, 1980.*, F. Michael Connelly and Freema Elbaz

Annotation: Reviews curriculum literature over the past 20 years and identifies the intellectual milieu for teacher's curriculum thought.

Broad Topical Focus: Curriculum Conceptions and Theories, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teacher Knowledge, Teacher Planning, Curriculum Potential, Practical Knowledge

Connelly, F. Michael, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., F. Michael Connelly, Ming Fang He, and JoAnn Phillion

Annotation: Contains 26 articles summarizing the state-of-the-field research in a wide variety of subtopics under Curriculum in Practice, Curriculum in Context, and Curriculum in Theory.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Literature of Curriculum

Connelly, F. Michael, and O. Lantz, "Curriculum, Definitions of," pp. 1160-1163 in T. Husen and T. N. Postlethwaite, eds., International Encyclopedia of Education . New York: Pergamon, 1985., F. Michael Connelly and O. Lantz

Annotation: Discusses several dimensions of defining curriculum and discusses issues of curriculum use and reform.

Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Utilization

Connelly, F. Michael, and Shijing Xu, "An Overview of Research in Curriculum Inquiry," pp. 324-334 in Penelope Peterson, Eva Baker, and Barry McGaw, eds., International Encyclopedia of Education, 3rd ed. (8 volumes) Oxford: Elsevier, 2010., F. Michael Connelly and Shijing Xu

Annotation: Summarizes the state of research in Curriculum Inquiry as of the date of publication of the third edition of this encyclopedia; identifies background and issues related to this field of research; discusses two ways of thinking about the structure of the field and of curriculum inquiry--the practice-context-theory organization and that which is organized around subject matter, topics, preoccupations, and curriculum theory; makes note of five ongoing trends that have continued to develop over recent years; and lists five questions deserving future attention in Curriculum Inquiry.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Literature, Literature of Curriculum

Connelly, F. Michael, and Shijing Xu, "Curriculum and Curriculum Studies," pp 115-124 in J. Arthur Peterson and Andrew Peterson, eds., The Routledge Companion to Education. New York: Routledge, 2011., F. Michael Connelly and Shijing Xu

Annotation: Defines both terms in the title of this article; gives definitions of the structured elements found in curriculum and in curriculum studies; discusses curriculum theory and future developments.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

Connelly, F. Michael, and Shijing Xu, "The Landscape of Curriculum and Instruction: Diversity and Continuity," pp 514-533 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., F. Michael Connelly and Shijing Xu

Annotation: Reflects on the content and significance of all the chapters in the Handbook; summarizes the current state-of-the-field of curriculum studies in its historical context and in relation to the 1992 Handbook; highlights global and comparative curriculum work.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum History, Literature of Curriculum

Connelly, F. Michael, with Shijing Xu, "On the State of Curriculum Studies: A Personal Practical Inquiry," Curriculum and Teaching Dialogue, 9(Nos. 1 & 2, 2007). 3-19., F. Michael Connelly and Shijing Xu

Annotation: Traces the author's entry into and contributions to the field of Curriculum Studies; highlights the study of teacher's practical knowledge; two related articles follow.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Teacher Knowledge

Connor, William L., and Raymond White, "The Curriculum: A General View," Review of Educational Research, 12(June,1942), 259-273., William L. Connor and Raymond White

Annotation: Covers briefly historical perspective on the curriculum, criteria for subject matter selection, analytical and philosophical treatises, and research on curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

Conran, Patricia C., and George A. Beauchamp, "A Causal Model in Curriculum Research: An Aid to Theory Building," Educational Leadership, 32(March, 1975), 392-397., Patricia C. Conran and George A. Beauchamp

Annotation: Describes the role of causal investigations in building curriculum theory.

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, Curriculum Theory Creation and Uses