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Citations from 2002

Placier, Margaret, Michael Walker, and Bill Foster, "Writing the 'Show-Me' Standards: Teacher Professionalism and the Political Control in U. S. Curriculum Policy," Curriculum Inquiry, 32(Fall, 2002), 281-310.*, Margaret Placier, Michael Walker, and Bill Foster

Annotation: Reports on political conflicts arising in Missouri's attempt to set curriculum standards and policy.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Frameworks, Freedom/Authority and Curriculum, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

Molnar, Alex, and Joseph A. Reaves, "The Growth of Schoolhouse Commercialism and the Assault on Educative Experience," Journal of Curriculum and Supervision, 18(Fall, 2002), 17-55., Alex Molnar and Joseph A. Reaves

Annotation: Surveys published evidence of intrusion of businesses into educational systems and practices; documents growth in these intrusions over the last two years.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge, Freedom/Authority and Curriculum

Kridel, Craig, and Robert V. Bullough, Jr., "Conceptions and Misperceptions of the Eight-Year Study," Journal of Curriculum and Supervision, 18(Fall, 2002), 63-82., Craig Kridel and Robert V. Bullough Jr.

Annotation: Re-examines the facts and interpretations of the Eight-Year Study; argues for numerous corrections and reinterpretations based on historical research.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Freedom/Authority and Curriculum, Curriculum Integration

Costa, Arthur L., and Richard A. Loveall, "The Legacy of Hilda Taba," Journal of Curriculum and Supervision, 18(Fall, 2002), 56-62., Arthur L. Costa and Richard A. Loveall

Annotation: Gives contributions of Hilda Taba to the process of content selection and reports aspects of her professional career.

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, Content Selection and Organization

Eisner, Elliot W., "What Can Education Learn from the Arts about the Practice of Education?" Journal of Curriculum and Supervision, 18(Fall, 2002), 4-16., Elliot W. Eisner

Annotation: Points out six lessons the arts can provide in thinking about and designing practical curricular programs--on topics ranging form aims to content to experiences for students.

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: Curriculum and the Disciplines, Aesthetics and Curriculum, Content Selection and Organization, Curriculum Aims and Objectives

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

Feuer, Michael J., Lisa Towne, and Richard J. Shavelson, "Scientific Culture and Educational Research," Educational Researcher, 31(November, 2002), 4-14., Michael J. Feuer, Lisa Towne, and Richard J. Shavelson

Annotation: Conveys substantive elements of the National Research Council's report, Scientific Research in Education (2002), addresses issues to the educational research community that the report highlights, and notes the narrow view of research embedded in recent federal education legislation; several commentaries follow.

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, Government Role in Educational Research & Development

Holt, Maurice, "It's Time to Start the Slow School Movement," Phi Delta Kappan, 84(December, 2002), 265-271., Maurice Holt

Annotation: Argues against curricula that emphasize uniformity, predictability, and measurability of process and results (characteristic of "fast food" and pressured schools) and argues for programs that allow time for thought, discovery, and in-depth learning.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Evaluation
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 Aims and Objectives, Teaching/Learning Process, Evaluation of Instruction, Value Assumptions and Ideologies in Curriculum

Rosenmund, Moritz, Anna-Vereva Fries, and Werner Heller, eds., Comparing Curriculum-Making Processes. Bern, Switzerland: Peter Lang, 2002., Moritz Rosenmund, Anna-Vereva Fries, and Werner Heller

Annotation: Presents 22 research papers on various aspects of curriculum-making in 12 countries.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, Content Selection and Organization

Lebrun, Johanne, and others, "Past and Current Trends in the Analysis of Textbooks in a Quebec Context," Curriculum Inquiry, 32(Spring, 2002), 51-83., Johanne Lebrun

Annotation: Reviews research on the analysis of textbooks since 1960 in Quebec and around the world.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Textbooks, Materials Development and Evaluation, Comparative Curriculum

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

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

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum

Davis, O. L., Jr., "Today's Educational Situation: Which? Whose? Why? What Possible Consequences?" Journal of Curriculum and Supervision, 17(Winter, 2002), 95-99., O. L. Davis Jr.

Annotation: Comments on the differences in the educational situation of 1901 and 2001; introduces a set of articles that follow which comment specificly on Dewey's view of the "educational situation" in 1902.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature

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

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

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Literature

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

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

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

Reid, William A., " 'The Educational Situation as Concerns Secondary Education' : Thoughts on the Thoughts of John Dewey," Journal of Curriculum and Supervision, 17(Winter, 2002), 130-143.*, William A. Reid

Annotation: Reviews the substance of Dewey's 1902 article, analyzes its relevance for today, and offers some guidance for today based on this analysis.

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

Abiko, Tadahiko, "Developmental Stages and Curriculum: A Japanese Perspective," Journal of Curriculum and Supervision, 17(Winter, 2002), 160-170., Tadahiko Abiko

Annotation: Offers a new set of developmental stages based on children's interests and proposes a curriculum framework based on them.

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: Psychology and Curriculum, Comparative Curriculum

Davis, O. L., Jr., "Prelude to Professional Identitiy and Organization: American Public School Curriculum Workers and their Annual Meetings, 1927-1929," Journal of Curriculum and Supervision, 17(Winter, 2002), 171-183., O. L. Davis Jr.

Annotation: Traces the persons and plans involved in organizing the National Society of Curriculum Workers.

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

Zenger, Weldon F., and Sharon K. Zenger, "Why Teach Certain Material at Specific Grade Levels?" Phi Delta Kappan, 84(November, 2002), 212-214., Weldon F. Zenger and Sharon K. Zenger

Annotation: Argues for theoretical work to be done on the question of how to choose where selected content should be placed within the curriculum and for the relating of standards to these criteria.

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

Doll, William E., Jr., and Noel Gough, eds., Curriculum Visions. New York: Peter Lang, 2002., William E. Doll Jr. and Noel Gough

Annotation: Contains essays by thirteen contemporary curriculum visionaries along with responses to each essay by other theorists; these alternative curriculum visions generally embrace the spiritual dimensions of life and their implications for education.

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

Eisner, Elliot, and Kimberly Powell,"Art in Science?" Curriculum Inquiry, 32(Summer, 2002), 131-159., Elliot Eisner and Kimberly Powell

Annotation: Shows how scientific research has artistic components; draws implications for doing research and for teaching science.

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, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Science

Cook-Sather, Alison, "Authorizing Students' Perspectives: Toward Trust, Dialogue, and Change in Education," Educational Researcher, 31(May, 2002), 3-14., Alison Cook-Sather

Annotation: Argues for obtaining students' perspectives through educational research and sets forth implications of this position.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions, 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

Anderson, Gary L., "Reflecting on Research for Doctoral Students in Education," Educational Researcher, 31(October, 2002), 22-25., Gary L. Anderson

Annotation: Makes the case for practitioner research in education and its usefulness.

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

Kesson, Kathleen, and Donald Oliver, "On the Need for a Re-Conceptualized Theory of Experience," pp. 185-197 in William E. Doll, Jr., and Noel Gough, eds., Curriculum Visions. New York: Peter Lang, 2002., Kathleen Kesson and Donald Oliver

Annotation: Centers on a view of experience (throb) as coping actions, embodiments of experience, construction of meanings, annd enactment rituals.

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

Kliebard, Herbert M., Changing Course: American Curriculum Reform in the 20th Century. New York: Teachers College Press, 2002., Herbert M. Kliebard

Annotation: Gives eight examples of curriculum reforms in the history of U. S. curriculum and critiques these changes.

Broad Topical Focus: Curriculum Change, Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Collection of Studies
Narrow Topic: Curriculum History

Rudolph, John L., "From World War to Woods Hole: The Use of Wartime Research Models for Curriculum Reform," Teachers College Record, 104(March, 2002), 212-241., John L. Rudolph

Annotation: Argues that government research and development techniques were used with the NSF/USOE-funded science curriculum projects of the 1950s and 1960s.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Government Role in Educational Research & Development, Science

Cook, Thomas D., "Randomized Experiments in Educational Policy Research: A Critical Examination of the Reasons the Educational Evaluation Community has Offered for not Doing Them," Educational Evaluation and Policy Analysis, 24(Fall, 2002), 175-199., Thomas D. Cook

Annotation: Examines five of the frequently offfered arguments against employing randomized experiments in educational policy research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Evaluative Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Schubert, William H., "Spirits From the Past that Inform my Vision," The Sophist's Bane, 1(Fall, 2002), 14-22; 28., William H. Schubert

Annotation: Traces the influences of thinkers in the curriculum field on the author's views of the field, its questions, and its practices.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History

McTaggart, Robin, "The Role of the Scholar in Action Research," pp. 1-16 in Michael P. Wolfe and Caroline R. Pryor, eds., The Mission of the Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang, 2002., Robin McTaggart

Annotation: Gives the author's own story of doing action research together with his views on aspects of action research and the role of the researcher in change.

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

van den Akker, Jan, "The Potential of Development Research for Improving the Relation Between Curriculum Research and Curriculum Development," pp. 37-53 in Moritz Rosenmund, Anna-Verena Fries, and Werner Heller, eds., Comparing Curriculum-Making Processes. New York: Peter Lang, 2002., Jan van den Akker

Annotation: Describes the purposes and processes involved in doing development research and contrasts these with those of curriculum development at the practical level.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparative Curriculum, Curriculum Development Strategies

Merriam, Sharan B., ed., Qualitative Research in Practice: Examples for Discussion and Analysis. San Francisco: Jossey-Bass, 2002., Sharan B. Merriam

Annotation: Gives two examples of research studies done in each of eight types of qualitative research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Qualitative Research

Smyth, John, "Exploring the Critical Politics of Teaching," pp. 65-74 in Michael P. Wolfe and Caroline R. Pryor, eds., The Mission of the Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang, 2002., John Smyth

Annotation: Explains how the author as a critical scholar seeks to unmask the injustices constructed around teacher's work; suggests ways to counter these with alternative discourses and actions.

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

Smith, David Geoffrey, "Hermenuetic Scholar," pp. 183-200 in Michael P. Wolfe and Caroline R. Pryor, eds., The Mission of the Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang, 2002., David Geoffrey Smith

Annotation: Describes the key features of hermenuetic inquiry and the author's interest in understanding and confronting globlization and market values in education.

Broad Topical Focus: Curriculum Inquiry Guidelines
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

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

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

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

Schubert, William H., Ann Lynn Lopez Schubert, Thomas P. Thomas, and Wayne Carroll, Curriculum Books: The First Hundred Years, 2nd ed. New York: Peter Lang, 2002., William H. Schubert, Ann Lynn Schubert, Thomas P. Thomas, and Wayne Carroll

Annotation: Adds over 2000 books from the two decades since the 1980 publication of the first edition; updates earlier chapters decade by decade; continues the analysis by philosophical orientations and the review of the social and cultural context for each decade's books.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Bibliographic Compilation
Narrow Topic: Literature of Curriculum, Curriculum History

Doll, William E., Jr., "Ghosts and the Curriculum," pp. 23-70 in Willliam E. Doll, Jr., and Noel Gough, eds., Curriculum Visions. New York: Peter Lang, 2002., William E. Doll Jr.

Annotation: Analyzes various conceptions of curriculum historically and explores a new conception that includes currere, complexity, cosmology, conversation, and community.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Proposals in Coherent Form, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

Davis, O. L., Jr., "Educational Research in the Foreseeable Future: The Times They Are Changing," Journal of Curriculum and Supervision, 17(Summer, 2002), 277-282., O. L. Davis Jr.

Annotation: Notes recent federal plans to support only selected kinds of educational research (that which conforms to politically determined views of worthy research); notes implications of this policy for researchers' choices, funding, and ultimate direction of schooling based on research, narrowly conceirved.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Policies and Policy Making, Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Value Assumptions and Ideologies in Curriculum, Government Role in Educational Research & Development, Comparisons Among Inquiry Modes, Knowledge Generation

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

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

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

Wolcott, Harry F., Sneaky Kid and Its Aftermath: Ethics and Intimacy in Fieldwork. Walnut Creek, CA: Altamira Press, 2002., Harry F. Wolcott

Annotation: Traces the issues and implications of the author's involvement with an ethnographic study informant for quality research procedure.

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, Ethical Issues in Curriculum

Cornbleth, Catherine, "Curriculum Politics, Policy, and Practice: Comparative Questions, Contextualized Cases," pp. 95-106 in Moritz Rosemund, Amara-Verena Fries, and Werner Heller, eds., Comparing Curriculum-Making Processes. Bern: Peter Lang, 2002., Catherine Cornbleth

Annotation: Calls for studying curriculum research questions that examine relations among policies, politics, discourse, and practice in particular contexts; urges cross-case analysis and comparative curriculum research.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative 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

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

Moses, Michele S., "The Heart of the Mattter: Philosophy and Educational Research," pp. 1-21 in Walter G. Secada, ed., Review of Research in Education 26, 2002, Washington, DC: American Educational Research Association, 2002., Michele S. Moses

Annotation: Reviews thought on philosophy as educational research and philosophy in educational research with special attention to the subject matter of philosophy of education as a discipline.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes

Grant, S. G., Alison Derme-Insinna, Jill Gradwell, Ann Marie Lauricella, Lynn Pullano, and Kathryn Tzetzo, "Juggling Two Sets of Books: A Teacher Responds to the New York State Global History Exam," Journal of Curriculum and Supervision, 17(Spring, 2002), 232-255., S. G. Grant, Alison Derme-Insinna, Jill Gradwell, Ann Marie Lauricella, Lynn Pullano, and Kathryn Tzetzo

Annotation: Explores a teacher's difficulties in interpreting a new New York state global history curriculum and exam.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum Standards and Testing, Social Studies, Teaching/Learning Process, Evaluation of Instruction

Kaufmann, David, Susan Moore Johnson, Susan M. Kardos, Edward Liu, and Heather G. Peske, " 'Lost at Sea': New Teachers' Experiences with Curriculum and Assessment," Teachers College Record, 104(March, 2002), 273-300., David Kaufmann, Susan Moore Johnson, Susan M. Kardos, Edward Liu, and Heather G. Peske

Annotation: Documents teachers' experiences in implementing and assessing the Massachusetts curriculum frameworks with little or no guidance.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Standards and Testing, Teaching/Learning Process, Evaluation of Instruction

Schwandt, Thomas A., Evaluation Practice Reconsidered. New York: Peter Lang, 2002., Thomas A. Schwandt

Annotation: Sets forth a view of evaluation as moral/political/interactive practice (not a technical skill) requiring judgment, wisdom, and practical application of understanding, of evaluation as praxis.

Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Ethical Issues in Curriculum, Program Audit/Evaluation, Value Assumptions and Ideologies in Curriculum

Anderson, Lorin W., "Curriculum Alignment: A Re-Examination," Theory into Practice, 41(Autumn, 2002), 255-260., Lorin W. Anderson

Annotation: Reviews studies of content coverage, opportunity to learn, and curriculum alignment involving alignment of objectives, assessments, and instructional activities and materials; discussed in the context of the revised (2001)version of Bloom's Taxonomy of Educational Objectives (1956).

Broad Topical Focus: Curriculum Evaluation, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Standards and Testing

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

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

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

Fleener, M. Jayne, "Curriculum Dynamics," pp. 163-180 in her Curriculum Dynamics: Recreating Heart. New York: Peter Lang, 2002., M. Jayne Fleener

Annotation: Draws implications from postmodern logics for ways of seeing curriculum in line with Doll's (1993) conceptions; a following chapter deals with related issues in curriculum studies and research.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

Eisner, Elliot W., "The Centrality of Curriculum and the Function of Standards," pp. 148-177 in Elliot W. Eisner, The Arts and the Creation of Mind. New Haven, CT: Yale University Press, 2002.*, Elliot W. Eisner

Annotation: Discusses conceptions and uses of curriculum objectives and of curriculum standards in general as well as in relation to the arts curriculum; a similar treatment of assessment and evaluation follows these pages.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Art Education, Curriculum Aims and Objectives, Curriculum Standards and Testing, Curriculum Frameworks

Wolfe, Michael P., and Caroline R. Pryor, eds., The Mission of a Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang, 2002, Michael P. Wolfe and Caroline R. Pryor

Annotation: Presents 14 articles on various modes of scholarship (from action research to critical to mytho-poetic, to bigraphical to hermenuetic and more) written in personal and autobiographical form by authors who practice these modes of scholarship; these essays honor Nelson Haggerson as a multifaceted curriculum scholar and bring aspects of his life and work to public view.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum as Experience, Knowledge Generation, Curriculum Professors, Comparisons Among Inquiry Modes

Tobin, Gerald A., and Cecily M. Begley, "Triangulation as a Method of Inquiry," Journal of Critical Inquiry into Curriculum and Instruction, 3(Winter, 2002), 7-11., Gerald A. Tobin and Cecily M. Begley

Annotation: Identifies six types of triangulation used in inquiry and discusses the merits and applications of these triangulation methods for ensuring trustworthiness of qualitative research findings.

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, Qualitative Research

Noddings, Nel, "Curriculum and Moral Education," pp. 91-92 in Nel Noddings, Educating Moral People. New York: Teachers College Press, 2002., Nel Noddings

Annotation: Introduces the author's views on incorporating moral education into the curriculum; details appear in subsequent pages.

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
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ethical Issues in Curriculum, Values in the Classroom

Pritchard, Ivor A., "Travelers and Trolls: Practitioner Research and Institutional Review Boards," Educational Researcher, 31(April, 2002), 3-13., Ivor A. Pritchard

Annotation: Discusses ethical issues related to action research with special attention given to issues confronted by Institutional Review Boards.

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, Ethical Issues in Curriculum

Riley, Karen L., "The Summer Teaching Institute of 1915 and the Influence of Booker T. Washington on Negro Teacher Education in Alabama," Education and Culture, 18 (Spring, 2002), 2-13., Karen L. Riley

Annotation: Gives the history and context of the 1915 Alabama intitutes for Black teachers and Jeanes Supervisors sponsored by the Jeanes Fund; traces the participation and influence of Booker T. Washington and his educational philosphy.

Broad Topical Focus: Curriculum Policies and Policy Making, 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, Practical Knowledge, Teacher Education

Citations from 2001

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

Eisenhart, Margaret, "Educational Ethnography Past, Present, and Future: Ideas to Think With," Educational Researcher, 30(November, 2001), 16-27., Margaret Eisenhart

Annotation: Identifies contemporary muddles and changing concepts in ethnographic research, including new meanings of "culture" (cultural productions, funds of knowledge, collective representations, public symbols) and new methods (multi-site, connections among sites, ways to portray both shared and different experiences, ways to address ethical dilemmas).

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

Henderson, James G., and Kathleen R. Kesson, "Celebration and Critical Assessment," Curriculum Inquiry, 31(Fall, 2001), 367-377.*, James G. Henderson and Kathleen R. Kesson

Annotation: Reviews the 1999 volume of Huebner's essys, The Lure of the Transcendent, highlights his contributions to curriculum studies, and offers three unfinished tasks for the field prompted by Huebner's work.

Broad Topical Focus: Curriculum Theorists, Curriculum Research Domains and Structure
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

Orfield, Gary, and Mindy L. Kornhaber, eds., Raising Standards or Raising Barriers? Inequality and High-Stakes Testing in Public Education. New York: The Century Foundation Press, 2001., Gary Orfield and Mindy L. Kornhaber

Annotation: Contains nine reports of studies on effects of using high-stakes tests and provides analyzes of the problems arising from their use.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Standards and Testing

Schoonmaker, Frances, "Curriculum Making, Models, Practices and Issues: A Knowledge Fetish?" pp. 1-33 in Lyn Corno, ed., Education Across a Century: The Centennial Volume. 100th Yearbook of the National Society for the Study of Education, Part I. Chicago: The University of Chicago Press, 2001.*, Frances Schoonmaker

Annotation: Presents an analysis of the NSSE yearbooks on curriculum and references in many others to curriculum making; the 26th Yearbook is a central volume in the analysis; offers a new question for curriculum making: what is worth knowing?

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Literature of Curriculum, Classics of Curriculum Literature, Content Selection and Organization, Curriculum Development Strategies

Holt, Maurice, "The Comprehensive High School in the United States: A View from Europe and the United Kingdom," Journal of Curriculum and Supervision, 16(Winter, 2001), 137-161., Maurice Holt

Annotation: Traces the development of and challenges to the dominant ideology of the US comprehensive high school, with parallels and insights from similar developments in Europe and the United Kingdom.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum, Secondary School Curriculum, Value Assumptions and Ideologies in Curriculum

Poetter, Thomas S., Caroline Everington, and Ron Jetty, "Curriculum Deliberation in Action: Preparing School Leaders for Inclusion," Journal of Curriculum and Supervision, 16(Winter, 2001), 162-182., Thomas S. Poetter, Caroline Everington, and Ron Jetty

Annotation: Describes processes and results of attempts of an Education faculty at Miami University (Ohio) to infuse knowledge of inclusion into courses for preparing educational leaders.

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

Greene, Maxine, "Notes on Aesthetic Education," pp. 7-43 in Maxine Greene, Variations on a Blue Guitar: The Lincoln Center Lectures on Aesthetic Education. New York: Teachers College Press, 2001., Maxine Greene

Annotation: Asserts what aesthetic education is and presents ideas on its part in curriculum; many related essays 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: Aesthetics Education

Barone, Tom, "Science, Art, and the Predispositions of Educational Researchers," Educational Researcher, 30(October, 2001), 24-28., Tom Barone

Annotation: Makes the case for arts-based forms of inquiry in educational research; a response follows.

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

Herrington, Carolyn D., and Katherine Kasten, eds., Florida 2001: Educational Policy Alternatives. Jacksonville, FL: Florida Institute of Education, University of North Florida, 2001., Carolyn D. Herrington and Katherine Kasten

Annotation: Summarizes effects of implementing Florida's accountability reforms and suggests alternative policies.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Evaluative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Standards and Testing

Deschenes, Sarah, Larry Cuban, and David Tyack, "Mismatch: Historical Perspectives on Schools and Students Who Don't Fit Them," Teachers College Record, 103(August, 2001), 527-547., Sarah Deschenes, Larry Cuban, and David Tyack

Annotation: Looks historically at explanations for why children fail in school and draws implications for adapting schooling to differences in students rather than continuing to make students try to fit schools as they are or as they are being currently reformed.

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

Bowers, C. A., "Toward an Eco-Justice Pedagogy," Educational Studies, 32(Winter, 2001), 401-416., C. A. Bowers

Annotation: Argues for a conception of curriculum (eco-justice) that helps students recognize and criticize root metaphors in contemporary culture (progress, anthopocentrism, individualism) and replace them with ones based on a root metaphor of ecology; critiques Giroux, McLaren, Freire.

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, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

Zeichner, Kenneth, "Educational Action Research," pp. 273-283 in Peter Reason and Hilary Bradbury, eds., Handbook of Action Research: Participative Inquiry and Practice. Thousand Oaks, CA: Sage, 2001.*, Kenneth Zeichner

Annotation: Summarizes action research work in English-speaking countries and describes variations across this work.

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

Levin, Benjamin, Reforming Education: From Origins to Outcomes. New York: RoutledgeFalmer, 2001., Benjamin Levin

Annotation: Reports a policy study in 5 settings (England, New Zealand, Alberta, Manitoba, Minnesota)that analyzes policy origins, adoption, implementation, and outcomes.

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

Quinn, Molly, and Jim Garrison, "The Curriculum Story or the Curriculum Word? Mythos and Logos at the Crossroads of the Postmodern," JCT, 17(Fall, 2001), 125-139., Molly Quinn and Jim Garrison

Annotation: Explores the battle between vision and logic (story and word) in curriculum theory.

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

Meister, Denise G., and James Nolan, "Out on a Limb on our Own: Uncertainty and Doubt in Moving from Student-Centered to Interdisciplinary Teaching," Teachers College Record, 103(August, 2001), 608-633., Denise G. Meister and James Nolan

Annotation: Reports a study of how five high school teachers made meaning of the change process and the causes of their responses.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Integration, In-service Teacher Development

Reid, William A., "Rethinking Schwab: Curriculum Theorizing as a Visionary Activity," Journal of Curriculum and Supervision, 17 (Fall, 2001), 29-41.*, William A. Reid

Annotation: Points to a vision of curriculum theorizing projected by Schwab that has not come into being in curriculum studies though his 1969 'Practical' paper marked a turning point in the history of curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses, Curriculum History

Reason, Peter, and Hilary Bradburg, eds., Handbook of Action Research: Participative Inquiry and Practice. Thousand Oaks, CA: Sage, 2001., Peter Reason and Hilary Bradburg

Annotation: Porvides 43 articles on the grounds for, practice in, exemplars of, and skills related to action 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

Feiman-Nemser, Sharon, "From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching," Teachers College Record, 103(December, 2001), 1013-1055., Sharon Feiman-Nemser

Annotation: Proposes a curriculum continuum for teacher education including central tasks for preservice education (5), induction (5), and continuing professional development (4); appraises current practices in light of these proposals and cites exemplary programs in each of these three phases.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education, In-service Teacher Development

Nelson, Murry R., "No Pot of Gold at the End of the Rainbow," Journal of Curriculum and Supervision, 16(Spring, 2001), 206-227., Murry R. Nelson

Annotation: Traces the political pressures at work in the development, the implementation, and the dropping of the Rainbow Curriculum in New York City schools 1989-1993.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum History, Curriculum and Politics

Glass, Ronald David, "On Paulo Freire's Philosophy of Praxis and the Foundations of Liberation Education," Educational Researcher, 30(March, 2001), 15-25., Ronald David Glass

Annotation: Presents a thorough summary and critique of Freire's philosophy of education.

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

Slattery, Patrick, "Committing to Critical Inquiry: Curriculum Studies and Social Consequences of Value," Journal of Critical Inquiry into Curriculum and Instruction, 3(Spring, 2001), 43-45., Patrick Slattery

Annotation: Urges curriculum scholars to speak and write with a critical prophetic voice; gives examples--Huebner and others.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Ideology and School Knowledge, Curriculum Professors

Barone, Tom, Touching Eternity: The Enduring Outcomes of Teaching. New York: Teachers College Press, 2001., Tom Barone

Annotation: Gives a literary reconstruction of an art teacher's work and influence as portrayed by the writer and several of the teacher's former students; the last chapter reflects upon issues inherent in the reconstruction process as postmodern research.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Art Education, Teaching/Learning Process, Curriculum Aims and Objectives, Curriculum as Experience, Authority of Teacher

Barone, Tom, "Researching, Writing, and Reading Narrative Studies: Issues of Epistemology and Method," pp. 149-180 in Tom Barone, Teaching Eternity: The Enduring Outcomes of Teaching. New York: Teachers College Press, 2001., Tom Barone

Annotation: Discusses issues involved in doing aesthetic, narrative, postmodern research such as exemplified in the author's study in this volume.

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, Knowledge Utilization

Bullough, Robert V., Jr., "Paul R. Klohr, a Hermenuetic Portrait," JCT, 17(Spring, 2001), 85-92., Robert V. Bullough Jr.

Annotation: Describes in personal terms the author's mentor, Paul R. Klohr, and his contributions to the field of curriculum studies.

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

Johnson, Margaret J., Carole Janisch, and Barbara Morgan-Fleming, "Cultural Literacy in Classroom Settings: Teachers and Students Adapt the Core Knowledge Curriculum," Journal of Curriculum and Supervision, 16 (Spring, 2001), 259-272., Margaret J. Johnson, Carole Janisch, and Barbara Morgan-Fleming

Annotation: Reports a study of adapting a curriculum through coordinated teacher planning.

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

Pope, Denise Clark, Doing School: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students. New Haven, CT: Yale University Press, 2001., Denise Clark Pope

Annotation: Reports research on five successful California high school students and how they cope and succeed; ideals of the school are replaced by the learning of deception, hostility, and anxiety.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Teaching/Learning Process

Moore, Rob, and Michael Young, "Knowledge and the Curriculum in the Sociology of Education: Towards a Reconceptualization," British Journal of Sociology of Education, 22(4, 2001), 445-461. Revised version by Young appears pp. 18-34 in Michael F. D. Young, Bringing Knowledge Back In. New York: Routledge, 2008., Rob Moore and Michael Young

Annotation: Describes two sets of assumptions about knowledge and the curriculum (neo-conservative traditionalism and technical-instrumentalism); critiques the dilemmas inherent in a postmodern assumption about knowledge and the curriculum; argues for a social realist approach.

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 and the Disciplines

Marshall, J. Dan, James T. Sears, and Donna Adair, "Small Gatherings: A Town Meeting about Democractic Theory and Practice in Curriculum Studies," pp. 25-47 in Kris Sloan and James T. Sears, eds., Democratic Curriculum Theory and Practice: Retrieving Public Spaces. Troy, NY: Educator's International Press, 2001., J. Dan Marshall, James T. Sears, and Donna Adair

Annotation: Gives a brief history of small scholarly groups in Curriculum Studies over the last 50 years, including the rationale for another conference and papers for the first Curriculum and Pedagogy Conference in 2001, to which this paper was a contribution.

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

Henderson, James G., and Kathleen Kesson, "Curriculum Work as Public Intellectual Leadership," pp. 1-23 in Kris Sloan and James T. Sears, eds., Democratic Curriculum Theory and Practice: Retrieving Public Spaces. Troy, NY: Educator's International Press, 2001., James G. Henderson and Kathleen Kesson

Annotation: Calls for curriculum workers to take leadership on public issues whether they are in schools or colleges.

Broad Topical Focus: Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Professionalization in Curriculum, Curriculum Specialists in Schools

Brooks, Nancy J., "Paul Klohr and the Second Wave," pp. 49-65 in Kris Sloan and James T. Sears, eds., Democratic Curriculum Theory and Practice: Retrieving Public Spaces. Troy, NY: Educator's International Press, 2001., Nancy J. Brooks

Annotation: Traces the contributions of Klohr to the field of curriculum and highlights his contributions to new conceptualizations of the field.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum History

Sirotnik, Kenneth A., and Associates, "Building Better Programs I: Renewing Teacher Education and Partner Schools," pp. 99-139 and "Change Happens," pp. 163 -187 in Kenneth A. Sirotnik and Associates, Renewing Schools and Teacher Education: An Odyssey in Educational Change. Washington, DC: American Association of Colleges for Teacher Education, 2001., Kenneth A. Sirotnik

Annotation: Reports a qualitative evaluation study of a 15-year series of efforts by John Goodlad's Center for Educational Renewal and the Institute for Educational Inquiry to facilitate and study changes in curriculum and related matters among partnered schools and teacher education colleges.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Case Study
Narrow Topic: Teacher Education

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

Willower, Donald J., "Epistemology, Science, and Moral Practice," Interchange, 32(March, 2001), 1-16., Donald J. Willower

Annotation: Gives in-depth treatment of the nature of scientific inquiry and of contemporary criticisms of it; relates ethical values to inquiry.

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

Newmann, Fred M., BetsAnn Smith, Elaine Allensworth, and Anthony S. Bryk, "Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy," Educational Evaluation and Policy Analysis, 23(Winter, 2001), 297-321., Fred M. Newmann, BetsAnn Smith, Elaine Allensworth, and Anthony S. Bryk

Annotation: Reports a study of Chicago elementary schools and the relationship between strong instructional program coherence and student achievement.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Curriculum Standards and Testing, Program Audit/Evaluation

Wraga, William G., "A Progressive Legacy Squandered: The Cardinal Principles Report Reconsidered," History of Education Quarterly, 41(Winter, 2001), 494-519.*, William G. Wraga

Annotation: Corrects Krug's interpretation of the Cardinal Principles Reports based on rereading the evidence.

Broad Topical Focus: Curriculum Development, Organization, Design, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Secondary School Curriculum

Palmer, Joy, ed., Fifty Modern Thinkers on Education: From Piaget to the Present Day. New York: Routledge Falmer, 2001., Joy Palmer

Annotation: Has essays on Rugg, Tyler, Broudy, Schwab, Greene, Goodlad, Freire, P. H. Jackson, Noddings, Eisner, Apple, Giroux, among others.

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

Willinsky, John, "The Strategic Education Research Program and the Public Value of Research," Educational Researcher, 30(January/February, 2001), 5-14., John Willinsky

Annotation: Critiques a research program of the U. S. National Research Council for its narrow focus on translating research into means of enlarging student learning rather than on broader, deliberative policy alternatives.

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

Ayers, William, "Liberating the Curriculum," pp. 85-108 in William Ayers, To Teach: The Journey of a Teacher, 2nd ed. New York: Teachers College Press, 2001., William Ayers

Annotation: Argues for a dynamic view of curriculum that is responsive to six questions posed by the author and which liberates it from focusing solely on knowledge, skills, test scores,and classroom management; examples are given.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum

Egan, Kieran, "Why Education is So Difficult and Contentious," Teachers College Record, 103(December, 2001), 923-941., Kieran Egan

Annotation: Notes that education operates with three incompatible ideas/ideals (language/socialization, academics/knowlege, individual development/freedom); suggests they should complement one another, not contradict; but don't; suggests an ideal that avoids this contradiction.

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

Ginsburg, Mark B., and Jorge M. Gorostiaga, "Relationships between Theorists/Researchers and Policy Makers/Practitioners: Rethinking the Two Cultures Thesis and the Possibility of Dialogue," Comparative Edcuation Review, 45(May, 2001), 173-196., Mark B. Ginsburg and Jorge M. Gorostiaga

Annotation: Reviews the literature on these relationships and introduces articles in this Special Issue.

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

Benavot, Aaron, and Mura Resh,, "The Social Construction of the Local School Curriculum: Patterns of Diversity and Uniformity in Israel's Junior High Schools, Comparative Education Review, 45(November, 2001) 504-536., Aaron Benavot and Mura Resh

Annotation: Reports a study in 1996-1997 of Israeli middle schools' curricula giving subject labels, prevalents of school subjects, time allocations, differences in implementation, and related conclusions.

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

Pallas, Aaron M., "Preparing Education Doctoral Students for Epistemological Diversity," Educational Researcher, 30(June/July, 2001), 6-11. See also related article by Harvey Siegel,Educational Researcher, 35(March, 2006), 3-12, Aaron M. Pallas

Annotation: Discusses the implications of epistemological diversity for the curriculum of preparing doctoral students in education in research methodologies and related skills.

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

Null, J. Wesley, "Social Efficiency or Vocational Efficiency?: Toward a Deeper Knowledge of a Misunderstood Term," Curriculum History (SSCH), (2001), 41-47., J. Wesley Null

Annotation: Traces the various uses of the phrase "social efficiency' in curriculum history, with special reference to Snedden, Bagley, Bobbitt, and Dewey.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Curriculum Aims and Objectives

Parsons, Beverly A., Evaluative Inquiry: Using Evaluation to Promote Student Success. Thousand Oaks, CA: Corwin Press, 2001., Beverly A. Parsons

Annotation: Outlines a five-step process for conducting evaluative inquiry research designs focused on student learning.

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

Marzano, Robert J., Designing a New Taxonomy of Educational Objectives. Thousand Oaks, CA: Corwin Press, 2001., Robert J. Marzano

Annotation: Presents a taxonomy of six levels--retrieval, comprehension, analysis, knowledge utilization (these four making up the cognitive system), the metacognitive system, and the self-system; all are related to three domains of knowledge--information (details, organizing ideas), mental procedures (skills and processes), psychomotor procedures (skills and processes); illustrates three applications of the taxonomy-- to design educational objectives, to design spiral curriculum, and to design assessments.

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 Aims and Objectives