Citations from 2001
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
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
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
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
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
Annotation: Gives via narrative inquiry a picture of the clash between an effort to introduce a top-down school reform (interdisciplinary curriculum) and teacher knowledge and self-understanding; two related articles follow.
Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Self-Knowledge, Curriculum Implementation
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
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
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
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
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
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
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
Cheng-Man Lau, Diana, "Analyzing the Curriculum Development Process: Three Models," Pedagogy, Culture, and Society, 9(No. 1, 2001), 29-44., Lau Diana Cheng-Man
Annotation: Uses network-actor theory to analyze power in both modern and post-modern curriculum development.
Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Development Strategies
Apple, Michael W., Educating the 'Right' Way: Markets, Standards, God, and Inequality. New York: Routledge, 2001. 2nd ed., 2006., Michael W. Apple
Annotation: Gives an elaborate analysis of four movements that have been combined by the political right to capture the discourse on recent educational policy and practice (neoliberalism, neoconservatism, authoritarian populism, and managerialism). Second edition adds new material on No Child Left Behind Act and on home schooling.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
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
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
Annotation: Examines the limitations of modernist approaches to school reform (both conservative and liberal) and highlights the potential of postmodern and critical perspectives on school reform.
Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum
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
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
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
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
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
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
Fischman, Gustavo E., "Reflections about Images, Visual Culture, and Educational Research," Educational Researcher, 30(November, 2001), 28-33., Gustavo E. Fischman
Annotation: Urges that the much neglected visual aspects of culture become a focus for educational research.
Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Contexts and Societal Influences, Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
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
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
Citations from 2000
McNeil, Linda M., Contradictions of Reform: Educational Costs of Standardized Testing. New York: Routledge, 2000., Linda M. McNeil
Annotation: Reports on the policies of the Perot reforms in Texas education and their negative consequences for children, learning, educators, and democracy; includes evidence from three schools in Houston.
Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Curriculum Standards and Testing
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
Fletcher, Scott, Education and Emancipation: Theory and Practice in a New Constellation. New York: Teachers College Press, 2000., Scott Fletcher
Annotation: Analyzes and critiques four classes of emancipatory educational theories (liberalism, critical theory, postmodernism, and care-based theories) and advocates a new constellation theory that mixes elements of the four.
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses
Vars, Gordon F., "Common Learnings: A 50-Year Quest," Journal of Curriculum and Supervision, 16(Fall, 2000), 70-89.*, Gordon F. Vars
Annotation: Traces the scholarly history of common learnings and the core or integrated design for organizing curriculum content; includes summaries of Vars' work related to these topics.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Curriculum Integration, Core Mandates, Liberal Education/General Education
Annotation: Examines the effect of changes in the way curriculum practice is now being conceived on the way curriculum research is being conceived; reviews the way curriculum research paradigms and domains of curriculum knowledge have shifted.
Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research Domains and Structure, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization, Curriculum History, Curriculum Deliberation, Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Davis, Brent, and Dennis J. Sumara, "Curriculum," pp. 173-180 in David A. Gabbard, ed., Knowledge and Power in the Global Economy: Politics and the Rhetoric of School Reform. Mahwah, NJ: Lawrence Erlbaum, 2000.*, Brent Davis and Dennis J. Sumara
Annotation: Traces the evidence of corporatism in modern curriculum practice; shows the role of curriculum reconceptualists in challenging this view.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum
Annotation: Explains and argues for a postmodern paradigm for curriculum scholarship and offers implications.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum
Hopmann, Stefan, and Kurt Riquarts, "Starting a Dialoque: A Beginning Conversation Between Didaktic And the Curriculum Traditions," pp. 3-11 in Ian Westbury, Stefan Hopmann, and Kurt Riquarts, eds., Teaching as a Reflective Practice: The German Didaktic Tradition. Mahwah, NJ: Lawrence Erlbaum, 2000., Stefan Hopmann and Kurt Riquarts
Annotation: Traces some sources of the German Didaktik tradition and its relation to the American curriculum tradition.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum
Waks, Leonard J., "Reid's Theory of Curriculum as Institutionalized Practice," Journal of Curriculum Studies, 32(July-August, 2000), 589-598.*, Leonard J. Waks
Annotation: Reviews Reid's book, Curriculum as Institution and Practice, 1999, and comments on two concerns.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Organization Theory
Denzin, Norman K., and Yvonna S. Lincoln, "The Discipline and Practice of Qualitative Research," pp. 1-28 in Norman K. Denzin and Yvonna S. Lincoln, eds., The Handbook of Qualitative Research, 2nd ed. Thousand Oaks, CA: Sage Publications, 2000., Norman K. Denzin and Yvonna S. Lincoln
Annotation: Defines qualitative research, the qualitative researcher, interpretive activities, quantitative vs qualitative research, and the history of qualitative research; characterizes qualitative research in seven time periods between 1900 and 2000; describes five phases of the research process.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Qualitative Research
Annotation: Critiques Kliebard's assessment of the Tyler rationale and discusses Dewey's critique of using vision statements to guide educational practice.
Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature
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
Annotation: Makes the case for postmodern transformation of curriculum and teaching; contrasts this with premodern and modern paradigms.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research and Inquiry-General, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Professionalization in Curriculum
Dimmock, Clive, and John Chi-Kin Lee, "Redesigning School-Based Curriculum Leadership: A Cross-Cultural Perspective," Journal of Curriculum and Supervision, 15(Summer, 2000), 332-358., Clive Dimmock and John Chi-Kin Lee
Annotation: Analyzes the relationship between restructuring of curriculum and the restructuring of leadership and organization in secondary schools of Hong Kong and Western Australia; notes the disjuncture between these when restructured separately; urges connectivity instead between them.
Broad Topical Focus: Curriculum Change, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Evaluation of Instruction, Organization Theory, Curriculum Specialists in Schools, Secondary School Curriculum, Curriculum Implementation
Adams, Jacob E., Jr., Taking Charge of Curriculum: Teacher Networks and Curriculum Implementation. New York: Teachers College Press, 2000., Jacob E. Adams Jr.
Annotation: Reports on implementation of Math A curriculum in 3 districts (12 classrooms) in California by teachers involved in teacher professional networks and by those not involved; presents detailed statements of teacher experiences, adaptations, and classroom strategies as well as views of other parties.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Mathematics
Reid, William A., "Currriculum as an Expression of National Identity," Journal of Curriculum and Supervision, 15 (Winter, 2000), 113-122., William A. Reid
Annotation: Suggests that curriucula in various nations reflect their cultural idnetities and that there are no universal curriculum theories across countries; reviews German, English, and American historical evidence on the topic.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum History, Curriculum Aims and Objectives
Milburn, Geoffrey, "Understanding Curriculum," Journal of Curriculum Studies, 32(May-June, 2000), 445-452., Geoffrey Milburn
Annotation: Reviews Pinar, et al., Understanding Curriculum, 1995, and contrasts its coverage with Jackson, Handbook of Research on Curriculum, 1992.
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: Status Study
Narrow Topic: Literature of Curriculum
Ohanian, Susan, "Goals 2000: What's in a Name?" Phi Delta Kappan, 81 (January, 2000), 345-355.*, Susan Ohanian
Annotation: Argues bluntly and forthrightly against the negative effects that testing is having on students and teachers; analyzes the politics of Goals 2000 legislation.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics, Classroom Observation & Research, Freedom/Authority and Curriculum, Local Control of Schooling
McEneaney, E. H., and J. W. Meyer, "The Content of the Curriculum: An Institutionalist Perspective," pp. 189-211 in Maureen T. Hallinan, ed., Handbook of the Sociology of Education. New York: Kluwer, 2000., E. H. McEneaney and J. W. Meyer
Annotation: Deals with tracking, hidden curriculum, choice, universal participation, culture, globalization, change, reform and resistance, differentiation, and related theories.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge, Hidden Curriculum, Curriculum Differentiation
Glatthorn, Alan A., and Jerry Jailall, "Curriculum for the New Millennium," pp. 97-121 in Ronald S. Brandt, ed., Education in a New Era. Alexandria, VA: Association for Supervision and Curriculum Development, 2000., Alan A. Glatthorn and Jerry Jailall
Annotation: Reviews the strengths of various curriculum orientations over the last 50 years and offers an outline of a new curriculum for the future.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Curriculum History
Anfara, Vincent A., Jr., and Leonard Waks, "Resolving the Tension Between Academic Rigor and Developmental Appropriateness: Part I," Middle School Journal, 32(November, 2000), 46-51.*, Vincent A. Anfara Jr. and Leonard Waks
Annotation: Demonstates that there need not be a dualism between developmentally appropriate curriculum and subject-centered academic knowledge; Part II [MSJ, 32(January,2001), 25-30] describes the difference between adult patterns of academic knowledge and youth's knowledge-in-use; implications are drawn for middle school education.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Middle School Curriculum, Knowledge Utilization, Practical Knowledge, Psychology and Curriculum, Curriculum Integration, Content Selection and Organization
Annotation: Presents lessons 6-10 (1-5 appear in previous issue of the journal, 2, Fall, 1999) of the Eight-Year Study for the high school curriculum.
Broad Topical Focus: Curriculum Development, Organization, Design, Relation of Curriculum Research to Practice, 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: Curriculum History, Classics of Curriculum Literature, Secondary School Curriculum
Annotation: Assesses the body of historical scholarship produced by Kliebard, introduces his writings, and previews the essays that follow in honor of Kliebard.
Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Professors
Poetter, Thomas S., and Frances Fowler, "Sophie's Class: The Pursuit of Democracy in an Elementary Mathematics Classroom in France," Journal of Curriculum Theorizing, 16(Fall, 2000), 91-109., Thomas S. Poetter and Frances Fowler
Annotation: Reports and analyzes a study giving evidence of liberty, equality, and fraternity in a French classroom; contrasts with values in American classrooms.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparative Curriculum, Democratic Education
Annotation: Articulates the method and nature of truth characteristic of science; contrasts this with religious truth; explores the conflict between creationism and evolution; discusses a way of teaching science consistent with his analysis of scientific knowledge.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Religious Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum, Science, Knowledge Generation
Annotation: Discusses the kinds of changes needed in teaching and teacher education to fully embrace a multicultural understanding of a postmodern curriculum.
Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design, 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: Multicultural Education, Teacher Education
Beyer, Landon E., "Education and Cultural Reproduction," pp. 47 - 65 in his The Arts, Popular Culture, and Social Change. New York: Peter Lang, 2000.*, Landon E. Beyer
Annotation: Discusses in a critical framework how what is included (and excluded) in curriculum is determined by those in power.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge
Schugurensky, Daniel, "Toward a Pegagogy of Praxis: Citizenship Education and Participatory Democracy," Journal of Curriculum Theorizing, 16(Fall, 2000), 125-155., Daniel Schugurensky
Annotation: Places citizenship education within the thought of Friere and others; defines democracy in three ways and argues for the third way.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Citizenship Education, Democratic Education
Foshay, Arthur W., "The Curriculum Matrix," pp. 11-15 in Arthur W. Foshay, The Curriculum: Purpose, Substance, Practice. New York: Teachers College Press, 2000.*, Arthur W. Foshay
Annotation: Presents an updated description of a three dimensional matrix representing the interactions in curriculum among purposes, substance, and practical aspects; six chapters follow, each taking up the curriculum related to one of the six purposes given in the matrix.
Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, 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, Curriculum Theory Creation and Uses
Deets, Jennifer, "Maps and Curriculum Decision Making," Journal of Curriculum and Supervision, 15(Summer, 2000), 359-371., Jennifer Deets
Annotation: Explicates Foshay's curriculum matrix, comparing it to a map, and provides some commentary from interviews with Foshay.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
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
Wright, Handel Kashope, "Nailing Jell-O to the Wall: Pinpointing Aspects of State-of-the-art Curriculum Theorizing," Educational Researcher, 29 (June-July, 2000), 4-13.*, Handel Kashope Wright
Annotation: Identifies five characteristics of contemporary curriculum theory and illustrates two of these (politics of difference and the struggle between traditionalists and the currently dominant reconceptualists) with data from the 1999 Division B-AERA program.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Theory Creation and Uses
Lincoln, Yvonna S., and Egan G. Egon, "Paradigmatic Controversies, Contradictions, and Emerging Confluences," pp. 163-188 in Norman K. Denzin and Yvonna S. Lincoln , eds., The Handbook of Qualitative Research, 2nd ed. Thousand Oaks, CA: Sage Publications, 2000., Yvonna S. Lincoln and Egan G. Egon
Annotation: Presents five paradigms of qualitative research (postivism, postpositivism, critical theory, constructivism, participatory) with basic beliefs in each, and analyzes positions each of them take on thirteen issues (e. g., criteria of quality, control, voice).
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Qualitative Research, Value Assumptions and Ideologies in Curriculum
Kemmis, Stephen, and Robin McTaggart, "Participatory Action Research," pp. 567-605 in Norman K. Denzin and Yvonne S. Lincoln, eds., The Handbook of Qualitative Research, 2nd ed. Thousand Oaks, CA: Sage Publications, 2000., Stephen Kemmis and Robin McTaggart
Annotation: Defines and criticizes several types of action research, discusses five traditions of studying practice with their characteristic methods and techniques, and analyzes relationships among the traditions; identifies key features of participatory action research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Qualitative Research
Paechter, Carrie F., Changing School Subjects: Power, Gender, and Curriculum. Philadelphia: Open University Press, 2000., Carrie F. Paechter
Annotation: Reports evidence of the way power and gender differences affect the content, teaching, and learning of certain school subjects (primarily, design and technology, physical education, and music) in English and Welsh secondary schools.
Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Content Selection and Organization, Comparative Curriculum, School Subjects
Annotation: Traces the events and consequences of this reform movement from the perspective of one directly involved in the mathematics and science projects.
Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Mathematics, Science
Annotation: Contrasts U. S. curriculum theory with German Didaktic in an extensive analysis; identifies possibilities of their intersection.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum
Annotation: Presents a proposal to combat current values inherent in public school curricula with spritual values; proposes core streams on world of work, miracle of the body, meaning of life, cooperation and community, birth and death, plus some basics.
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: Value Assumptions and Ideologies in Curriculum
Tierney, William G., "On Translation: From Research Findings to Public Utility," Theory into Practice, 39(Summer, 2000), 185-190., William G. Tierney
Annotation: Indicates barriers to change in getting qualitative research to be more accessible to the public; proposes ways to increase accessibility.
Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Change
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Utilization
Beyer, Landon E., The Arts, Popular Culture, and Social Change. New York: Peter Lang, 2000., Landon E. Beyer
Annotation: Contains seven essays on aesthetic theory, curriculum, school practice, and teacher education; makes the case for the critical perspective on the arts.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Aesthetics Education, Aesthetics and Curriculum
de Alba, Alicia, Edgar Gonzalez-Gaudino, Colin Lankshear, and Michael Peters, "Curriculum in the Postmodern Condition," pp. 1-22 in their Curriculum in the Postmodern Condition. New York: Peter Lang, 2000., Alicia de Alba, Edgar Gonzalez-Gaudino, Colin Lankshear, and Michael Peters
Annotation: Explicates postmodernism (based on Lyotard) and sets forth conditions related to postmodernism that curriculum must take into account; introduces the chapters that follow.
Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum
Annotation: Presents a critique of Doll's postmodern curriculum proposal and offers an analysis of its shortcomings in terms of a perspective on postmodernism.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum
Barone, Tom, Aesthetics, Politics, and Educational Inquiry: Essays and Examples. New York: Peter Lang, 2000., Tom Barone
Annotation: Reprints 14 essays by the author (organized around the influences of Eisner, Dewey, Rorty, Sarte, and Bakhtin) describing and demonstrating the use of narrative inquiry in education.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Curriculum and Politics, Aesthetics and Curriculum
Silva, Diane Yendol, "Collaborative Curriculum Encounters," Journal of Curriculum and Supervision, 15(Summer, 2000), 279-299., Diane Yendol Silva
Annotation: Describes a study of three teams of teachers implementing a history curriculum; shows how this was affected by context, their perceived roles, and experience.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation
Sears, James T., and J. Dan Marshall, "Generational Influences on Contemporary Curriculum Thought," Journal of Curriculum Studies, 32(March-April, 2000), 199-214., James T. Sears and J. Dan Marshall
Annotation: Reviews the history of curriculum thought and its evolution.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History
Westbury, Ian, Stefan Hopmann, and Kurt Riquarts, eds., Teaching as a Reflective Practice: The German Didaktik Tradition. Mahwah, NJ: Lawrence Erlbaum, 2000., Ian Westbury, Stefan Hopmann, and Kurt Riquarts
Annotation: Contains 18 essays that define Didaktic and Bildung (Didaktic's central idea), give their sources in German educational theory, and provide examples in use in several countries.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum
Annotation: Discusses the disunity of the field of curriculum scholarship and argues for restoring its unity around practical curriculum questions.
Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Research and Inquiry-General, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Marshall, J. Dan, James T. Sears, and William H. Schubert, Turning Points in Curriculum: A Contemporary American Memoir. Columbus, OH: Merrill/Prentice Hall, 2000. 2nd ed., with Louise A. Allen and Patrick A. Roberts. Pearson Education, 2007., J. Dan Marshall, James T. Sears, and William H. Schubert
Annotation: Traces the history of the curriculum field in relation to events in society in five periods: 1897 to 1946, 1947 to 1960, 1961 to 1969, 1970 to 1983, and 1984 to lately; refers to much of the major literature in curriculum in each period.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Literature of Curriculum
Phillips, D. C., and Nicholas C. Burbules, Postpositivism and Educational Research. Lanham, MD: Rowman & Littlefield, 2000., D. C. Phillips and Nicholas C. Burbules
Annotation: Defines and explains the postpositivist philosophy of research in contrast to the positivist philosophy, and illustrates the use and application of the former to the field of educational research.
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: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes
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
Strike, Kenneth A., "Schools as Communities: Four Metaphors, Three Models, and a Dilemma or Two," Journal of Philosophy of Education, 34(Novermber, 2000), 617-642., Kenneth A. Strike
Annotation: Suggests and analyzes four conceptualizations of community as metaphor for schools and criticizes them in terms of blended embodiment in three different forms(comprehensive doctrine schools, deliberative democratic schools, and liberation of the mind schools).
Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives
Grumet, Madeleine, and Lynda Stone, "Feminism and Curriculum: Getting our Act Together," Journal of Curriculum Studies, 32 (March-April, 2000), 183-197., Madeleine Grumet and Lynda Stone
Annotation: Notes the dualism of feminism and of curriculum that splits school from home and also the dualisms within feminism and within curriculum; draws implications for change in both.
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum
English, Fenwick W., "A Critical Appraisal of Sara Lawrence-Lightfoot's Portraiture as a Method of Educational Research,' Educational Researcher, 29(October, 2000), 21-26., Fenwick W. English
Annotation: Agues from a postmodern perspective that methods of portraiture violate assumptions of science while claiming to be scientific.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Eisner, Elliot W., "Those Who Ignore the Past...: 12 'Easy' Lessons for the Next Millennium," Journal of Curriculum Studies, 32(March-April, 2000), 343-357., Elliot W. Eisner
Annotation: Distills the lessons of the last half-century for the next.
Broad Topical Focus: 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: Curriculum History
Annotation: Discusses the influence of the internet, its capabilities, and some of its sites on school curriculum.
Broad Topical Focus: Curriculum Development, Organization, Design, 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: Media and Computers in Curriculum Development
Annotation: Gives a personal expression of the evolution of the author's thought on the curriculum field and its recent transformation.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History
Stotsky, Sandra, ed., What's at Stake in the K-12 Standards Wars: A Primer for Educational Policy Makers. New York: Peter Lang, 2000., Sandra Stotsky
Annotation: Presents criticisms of subject area standards in mathematics, science, history and economics, and English from the perspective of academicians in the various disciplines; the collection of articles embraces anti-constructivist aspects of the standards and critiques the federal and state policy initiatives that promote these flawed sets of standards; frequently proposes alternative policies and standards.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum and the Disciplines, Curriculum Frameworks, Curriculum and Politics, Curriculum Standards and Testing
Annotation: Analyzes the political movement (called conservative restoration by Apple) in which market forces and performance standards, national curriculum, and national testing are touted as reforms in the curriculum in England; also by inference in the U. S.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing, Comparative Curriculum, Local Control of Schooling
Haggerson, Nelson L., Jr., Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective. New York: Peter Lang, 2000., Nelson L. Haggerson Jr.
Annotation: Presents 16 essays by the author spanning the years 1982-2000 related to the topic; the introduction and chapter 16 give autobiographical information about the author.
Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation
Annotation: Identifies a series of assumptions underlying these reforms and critiques their implicit hopefulness.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing
Annotation: Traces the politics of school knowledge (subjects) as relates to school governance and freedom.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History, Ideology and School Knowledge, School Subjects, Freedom/Authority and Curriculum
Davis, Brent, and Dennis J. Sumara, "Curriculum Forms: On the Assumed Shapes of Knowing and Knowledge," Journal of Curriculum Studies, 32(November-December, 2000), 821-845., Brent Davis and Dennis J. Sumara
Annotation: Contrasts a fractal image of curriculum (in which structure is recursive, not prespecified) with the conventional Euclidean image of curriculum .
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum
Annotation: Considers the impact of globalization on curriculum and the issue of internationalizing curriculum studies; contrasts local knowledge and universal knowledge.
Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Local Control of Schooling, Knowledge Generation, Knowledge Utilization
Annotation: Notes tensions in curriculum politics, policy, and practice in two states--California and New York--between a common cultural curriculum versus a multicultural curriculum.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Curriculum Standards and Testing, Curriculum and Politics, Multicultural Education
Patterson, Frances R. A., "Building a Conservative Base: Teaching History and Civics in Voucher-Supported Schools," Phi Delta Kappan, 82(October, 2000), 150-155., Frances R. A. Patterson
Annotation: Gives specific examples of the content of Christian School textbooks in social studies from three publishers.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Textbooks, Social Studies, Ideology and School Knowledge
Miller, John P., Education and the Soul: Towards a Spiritual Curriculum. Albany: SUNY Press, 2000., John P. Miller
Annotation: Proposes a secular curriculum based on spiritual development of the soul.
Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives
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
Annotation: Explains the author's use of role-playing Dewey's views (and others) in teaching teachers; highlights six questions drawn from Dewey's article on utopian schools (1933) to contrast his views of education with today's views.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching
Short, Edmund C., "A Decade Later," Journal of Curriculum Theorizing, 16(Fall, 2000), 73-82., Edmund C. Short
Annotation: Assesses strengths and weaknesses of the author's 1991 book, Forms of Curriculum Inquiiry; includes updated sources.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Ross, Alistair, Curriculum: Construction and Critique. London: The Falmer Press, 2000., Alistair Curriculum: Ross
Annotation: Traces the history, parameters, and polticial constraints within which arguments over curriculum have taken place in England.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum History
Hargreaves, Andy, Lorna Earl, Shawn Moore, and Susan Manning, Learning to Change: Teaching Beyond Subjects and Standards. San Francisco: Jossey-Bass, 2000., Andy Hargreaves, Lorna Earl, Shawn Moore, and Susan Manning
Annotation: Reports a study of 29 teachers facing reforms in standards, assessment, and curriculum integration; gives their experiences and reactions to these changes in a broad context of research on the process of change in education.
Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Integration, Teaching/Learning Process
Grossman, Pamela, Sam Wineburg, and Scott Beers, "When Theory Meets Practice in the World of School'" pp. 1-16 in Sam Wineburg and Pam Grossman, eds., Interdisciplinary Curriculum: Challenges to Interpretation. New York: Teachers College Press, 2000., Pamela Grossman, Sam Wineburg, and Scott Beers
Annotation: Traces the development in the 20th century of interdisciplinary approaches to curriculum and notes gaps in our current understanding of these approaches (which the studies that follow begin to fill in).
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 Integration, Content Selection and Organization, Curriculum History
Franklin, Barry M., ed., Curriculum and Consequence: Herbert M. Kliebard and the Promise of Schooling. New York: Teachers College Press, 2000., Barry M. Franklin
Annotation: Contains eight essays on aspects of curriculum history published in honor of Kliebard at his retirement from the University of Wisconsin-Madison; includes an overview by the editor of Kliebard's life and contributions; closes with comments by Kliebard.
Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, Curriculum Differentiation, Liberal Education/General Education, Curriculum Standards and Testing, Social Efficiency/Control
Apple, Michael W., "Can Critical Pedagogy Interrupt Rightist Policies?" Educational Theory, 50(Spring, 2000), 229-254.*, Michael W. Apple
Annotation: Challenges the market ideology that now dominates schooling and curriculum; reports on the effects of policy decisions resting on this ideology rather than on educational criteria; shows how national curriculum and national testing (in UK and in US) are reducing equality of educational opportunity; gives examples of efforts to counter current tendencies.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum, Comparative Curriculum
Citations from 1999
Doll, William E., Jr., "Reflections on Teaching: Developing the Nonlinear," Teaching Education, 10(Spring/Summer, 1999), 39-54., William E. Doll Jr.
Annotation: Explains evolution of Doll's own theorizing in curriculum and teaching.
Broad Topical Focus: Curriculum Theorists, 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