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Citations from 1999

Carr, David, "Rational Curriculum Planning," pp. 173-184 in Roger Marples, ed., The Aims of Education. New York: Routledge, 1999., David Carr

Annotation: Traces philosophical assumptions behind, and problems with, attempts at technical/rational curriculum planning; advocates a moral rather than technological approach.

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, Curriculum Development Strategies, Value Assumptions and Ideologies in Curriculum

Crabtree, Benjamin F., and William L. Miller, "Using Codes and Code Manuals: A Template Organizing Style of Interpretation," in Benjamin F. Crabtree and William L. Miller, eds., Doing Qualitative Research, 2nd ed. Thousand Oaks, CA: Sage, 1999., Benjamin F. Crabtree and William L. Miller

Annotation: Shows how to develop and use a template of codes to analyze qualitative data; gives an illustrative example.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Content Analysis, Phenomenological Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Qualitative Research, Knowledge Generation

Vars, Gordon F., "Another Look at Tomorrow's High School, Part One: Implication s for High School Curriculum from the Eight-Year Study," Voices from the Field (Journal of the National High School Association), 2(Fall, 1999), 27-34.*, Gordon F. Vars

Annotation: Presents five lessons of the Eight-Year Study for the high school curriculum; five more lessons appear in part two of the article appearing in the next issue of the journal, 2, Spring/Summer, 2000.

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

Franklin, Barry M., "Discourse, Rationality, and Educational Research: A Historical Perpective of RER," Review of Educational Research, 69(Winter, 1999), 347-363.*, Barry M. Franklin

Annotation: Explores the relationship between research reviews in curriculum and the way the curriculum field has been constructed and changed over time; identifies four themes revealed by the discourse in which these reviews were framed; interprets historically the changes noted over time in terms of curriculum as an instrument of power.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Curriculum History

Reese, William J., "What History Teaches About the Impact of Educational Research on Practice," pp. 1-19 in Asghar Iran-Nejad and P. David Pearson eds., Review of Research in Education, 24, 1999. Washington, DC: American Educational Research Association, 1999., William J. Reese

Annotation: Reviews the history of educational research and its impact on practice.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization

Howe, Kenneth R., and Michele S. Moses, "Ethics in Educational Research," pp. 21-59 in Asghar Iran-Nejad and P. David Pearson, eds., Review of Research in Education, 24,1999. Washington, DC: American Educational Research Association, 1999., Kenneth R. Howe and Michele S. Moses

Annotation: Reviews a wide variety of ethical considerations related to the conduct of educational research.

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, Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum

Gough, Noel, "Understanding Curriculum Systems," pp. 47 -69 in James G. Henderson and Kathleen R. Kesson, eds., Understanding Democratic Curriculum Leadership. New York: Teachers College Press, 1999.*, Noel Gough

Annotation: Contrasts curriculum documents of a factory system of education with the narrative efforts of a system drawing upon choas and complexity theory.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

Marsh, David D., Judy B. Codding, and Associates, The New American High School. Thousand Oaks, CA: Corwin Books, 1999., David D. Marsh and Judy B. Codding

Annotation: Argues for a standards-driven curriculum for the high school resulting in a certificate of initial mastery.

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 Standards and Testing, Value Assumptions and Ideologies in Curriculum, Secondary School Curriculum

Madaus, George F., and Laura M. O'Dwyer, "A Short History of Performance Assessment: Lessons Learned," Phi Delta Kappan, 80(May, 1999), 688-695., George F. Madaus and Laura M. O'Dwyer

Annotation: Traces the history of performance assessment from 210 BC to the present.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Student Assessment, Curriculum History

Egan, Kieran, "Education's Three Old Ideas, and a Better Idea," Journal of Curriculum Studies, 31(May-June, 1999), 257-267., Kieran Egan

Annotation: Identifies three familiar purposes for education and their incompatibilities; poses a fourth built around five kinds of understanding.

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 Aims and Objectives

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

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

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

Piantanida, Maria, and Noreen B. Garman, The Qualitative Dissertation: A Guide for Students and Faculty. Thousand Oaks, CA: Corwin Press, 1999., Maria Piantanida and Noreen B. Garman

Annotation: Provides informal guidance on doing qualitative research as well as explicit assistance with eight cycles of deliberation involved in doing research and preparing and presenting a dissertation; reflects and expresses wealth of experience of both students and faculty with the dissertation process.

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

Miller, Janet L., "Curriculum Reconceptualized: A Personal and Partial History," pp. 498-508 in William F. Pinar, ed., Contemporary Curriculum Discourses: Twenty Years of JCT. New York: Peter Lang, 1999. Reprinted with additional insertions pp. 27-41 in Janet L. Miller, Sounds of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Recalls the origin and development of the JCT journal, the associated annual conferences, and the key players and guiding ideas throughout.

Broad Topical Focus: Curriculum Conceptions and Theories, Publication Outlets for Curriculum Research and Inquiry, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Curriculum History

Kirylo, James, "The Discourse of the Spirituality of Liberation Theology in Curriculum Theory," JCT: Journal of Curriculum Theorizing, 15(Spring, 1999), 77-87., James Kirylo

Annotation: Identifies concepts in liberation theology and suggests implications for curriculum theory.

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, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Values in the Classroom

Purpel, David E., "Moral Outrage and Education," pp. 187-207 in David E. Purpel, Moral Outrage in Education. New York: Peter Lang, 1999., David E. Purpel

Annotation: Argues that cultural and social transformation can be achieved, not by study and criticism, but by application of spirituality in education; awe, faith, ultimate meaning, commitment, confession, moral outrage, and grief.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ethical Issues in Curriculum, Values in the Classroom, Curriculum Aims and Objectives

Marshall, Catherine, and Gretchen B. Rossman, Designing Qualitative Research, 3rd ed. Thousand Oaks, CA: Sage, 1999., Catherine Marshall and Gretchen B. Rossman

Annotation: Provides section-by-section guidance on developing a proposal for doing qualitative educational research.

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

Horn, Raymond A., Jr., "Joe L. Kincheloe: Teacher as Researcher," Educational Researcher, 28(May, 1999), 27-31.*, Raymond A. Horn Jr.

Annotation: Presents an overview of Kincheloe's scholarly contributions related to post-formal thinking(etymology, pattern, process, contextualization) employing bricoleur (multiple) forms of inquiry; interprets and cites Kincheloe's publications to date.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Critical Inquiry, Action Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History, Teacher Research, Value Assumptions and Ideologies in Curriculum

Herda, Ellen A., Research Conversations and Narrative: A Critical Hermenuetic Orientation in Participating Inquiry. Westport, CT: Praeger, 1999., Ellen A. Herda

Annotation: Describes a protocal for field-based hermeneutic inquiry and its research implications; draws a clear contrast between positivist and a critical hermenuetic orientation to research; traces the philosophical contributions of Heidegger, Gadamer, Habermas, and Ricoeur to hermenuetic inquiry.

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

Hlebowitsh, Peter S., and Gregory E. Hamot, "Pragmatism and Civic Education Reform in the Czech Republic," The Educational Forum, 63(Spring, 1999), 260-270., Peter S. Hlebowitsh and Gregory E. Hamot

Annotation: Reports a project in the Czech Republic using Tylerian conceptions of curriculum development and evaluation.

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: Citizenship Education, Comparative Curriculum, Curriculum Development Strategies

Gardner, Howard, The Disciplined Mind: What All Students Should Understand. New York: Simon & Schuster, 1999., Howard Gardner

Annotation: Proposes a curriculum that goes into depth in a few areas (truth, beauty, goodness) for fuller understanding.

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

Bullough, Robert V., Jr., "Past Solutions to Current Problems in Curriculum Integration: The Contributions of Harold Alberty," Journal of Curriculum and Supervision, 14(Winter, 1999), 156-170.*, Robert V. Bullough Jr.

Annotation: Explores Harold Alberty's integrated or core designs for curriculum and their applicability today.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Curriculum History, Curriculum Deliberation

Henderson, James G., and Kathleen R. Kesson, eds., Understanding Democratic Curriculum Leadership. New York: Teachers College Press, 1999., James G. Henderson and Kathleen R. Kesson

Annotation: Contains contributions by curriculum theorists (Henderson, Kesson, McCutcheon, Gough, Kincheloe) to the dialogue and experience of a group of Vermont curriculum leaders and teachers.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Conceptions and Theories, 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: Curriculum Specialists in Schools

Hlebowitsh, Peter, "The Burdens of the New Curricularist," Curriculum Inquiry, 29(Fall, 1999), 343-354., Peter Hlebowitsh

Annotation: Argues that Pinar and similar curriculum theorists have separated their theory from practice, design, unity of the field, and from its history in a negative way; Westbury and Pinar respond in two articles that follow.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Relation of Curriculum Research to Practice, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum

Pinar, William F., "A Farewell and a Celebration," pp. xi-xx in William F. Pinar, ed., Contemporary Curriculum Discourses: Twenty Years of JCT. New York: Peter Lang, 1999., William F. Pinar

Annotation: Explains the origins, development, and publication of the journal JCT, the associated conferences, and key persons involved; introduces 29 articles reprinted form JCT; refers to Pinar's exit from the work of JCT.

Broad Topical Focus: Curriculum Conceptions and Theories, Publication Outlets for Curriculum Research and Inquiry, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, American/International Curriculum Organizations

Willinsky, John, Technologies of Knowing: A Proposal for the Human Sciences. Boston, MA: Beacon Press, 1999., John Willinsky

Annotation: Sets forth a plan for a corporation called Automata Data to handle the integration and disssemination via the internet of social science research.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum as a Field of Practice and Study, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization

Gipps, Caroline, "Socio-Cultural Aspects of Assessment," pp. 355-392 in Asghar Iran-Nejad and P. David Pearson, eds., Review of Research in Education, 24, 1999. Washingon, DC: American Educational Research Association, 1999., Caroline Gipps

Annotation: Summarizes the political control dimensions of pupil assessment and the relationship between teachers and pupils in using assessment for curriculum control.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Evaluation of Instruction, Student Assessment, Curriculum and Politics, Freedom/Authority and Curriculum

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

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

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

Yeager, Elizabeth Anne, "Alice Miel: Progressive Advocate of Democratic Social Learning for Children," pp. 207-233 in Margaret Smith Crocco and O. L. Davis, Jr., eds., Bending the Future to their Will: Civic Women, Social Education, and Democracy. Lanham, MD: Rowman & Littlefield, 1999., Elizabeth Anne Yeager

Annotation: Reviews the contributions of Alice Miel to social education and to the curriculum field.

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, Democratic Education, Social Studies

Sumara, Dennis, and Brent Davis, "Interrupting Heteronormativity," Curriculum Inquiry, 29(Summer, 1999), 191-208., Dennis Sumara and Brent Davis

Annotation: Explores the role of curriculum theory in interrupting straight norms embedded in curriculum.

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

Purpel, David E., "Holistic Education in a Prophetic Voice," pp. 109 - 131 in David E. Purpel, Moral Outrage in Education. New York: Peter Lang, 1999., David E. Purpel

Annotation: Draws the parallel between the prophetic tradition in religion and the critical function needed in relation to curriculum policies and programs.

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: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

Apple, Michael W., Power, Meaning, and Identity: Essays in Critical Educational Studies. New York: Peter Lang, 1999., Michael W. Apple

Annotation: Collects ten of Apple's previously published articles on politics and curriculum, the control of curriculum knowledge, and critical educational studies, with an extended introduction and an epilogue.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, Ideology and School Knowledge, Knowledge Generation

Page, Reba N., "The Uncertain Value of School Knowledge: Biology at Westridge High," Teachers College Record, 100(Spring, 1999), 554-601., Reba N. Page

Annotation: Uncovers the factors in one high school's science classes that work against high quality science teaching and learning; illustrates curriculum-as-hybrid form of school knowledge.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge, Science, Teaching/Learning Process

Huebner, Dwayne E., (Vikki Hillis, ed.; Collected and Introduced by William F. Pinar), The Lure of the Transcendent: Collected Essays by Dwayne E. Huebner. Mahwah, NJ: Lawrence Erlbaum, 1999., Dwayne E. Huebner

Annotation: Reprints 35 articles by Huebner from 1959 - 1996.

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

Wraga, William G., "The Educational and Political Implications of Curriculum Alignment and Standards-Based Reform," Journal of Curriculum and Supervision, 15(Fall, 1999), 4-25., William G. Wraga

Annotation: Analyzes and critiques F. W. English's curriculum alignment approach and its relation to reform through standards and testing; related article by A. A. Glatthorn follows.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation, 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 and the Disciplines, Curriculum Standards and Testing, Curriculum Frameworks

Kesson, Kathleen R., "Toward a Curriculum of Mythopoetic Meaning," pp. 84-105 in James G. Henderson and Kathleen R. Kesson, eds., Understanding Democratic Curriculum Leadership. New York: Teachers College Press, 1999., Kathleen R. Kesson

Annotation: Outlines a view of a curriculum infused with personal experience, narratives, autobiography, spirituality, and the arts--the mythopoetic.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Content Selection and Organization

Fenstermacher, Gary D., "On Knowledge and Its Place in the Human Conversation," pp. 73-104 in Wilma F. Smith and Gary D. Fenstermacher, eds., Leadership for Educational Renewal: Developing a Cadre of Leaders. San Francisco: Jossey-Bass, 1999.*, Gary D. Fenstermacher

Annotation: Describes shifts in thinking on the nature of knowledge from modernist to postmodernist views; discusses the implications for the role of knowledge in curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

Reid, William A., "The Voice of 'The Practical': Schwab as Correspondent," Journal of Curriculum Studies, 31(July-August,1999), 385-397., William A. Reid

Annotation: Displays letters written by Schwab to Reid 1979-1982 commenting on some of Reid's articles; reveals some personal touches about Schwab; Reid discusses how to benefit form Schwab's legacy.

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

Glesne, Corrine, Becoming Qualitative Researchers: An Introduction, 2nd ed. New York: Longman, 1999., Corrine Glesne

Annotation: Covers all facets of conducting and writing up ethnographic and related forms of inquiry.

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

Livingston, Grace, "Beyond Watching over Established Ways: A Review as Recasting the Literature, Recasting the Lived," Review of Educational Research, 69(Spring, 1999), 9-19., Grace Livingston

Annotation: Speaks of reviewing as using the metaphor of recasting of knowledge and practice rather than of stocktaking or stockpiling.

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

Visscher-Voerman, Irene, Kent Gustafson, and Tjeerd Plomp, "Educational Design and Development: An Overview of Paradigms," pp. 15-28 in Jan van den Akker, Robert M. Branch, Kent Gustafson, Nienke Nieveen, and Tjeerd Plomp, eds., Design Approaches and Tools in Education and Training. Dordrecht: Kluwer Academic Publishers, 1999., Irene Visscher-Voerman, Kent Gustafson, and Tjeerd Plomp

Annotation: Describes, analyzes, and compares four development paradigms (instrumental, communicative, pragmatic, and artistic); gives vignettes of each paradigm.

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

Buras, Kristen L., "Questioning Core Assumptions: A Critical Reading of and Response to E. D. Hirsch's The Schools We Need and Why We Don't Have Them," Harvard Educational Review, 69(Spring, 1999), 67-93.*, Kristen L. Buras

Annotation: Presents a systematic analysis and criticism of Hirsch's assumptions behind his proposed Core Knowledge Curriculum.

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

Lagemann, Ellen C., and Lee S. Shulman, eds. , Issues in Educational Research: Problems and Possibilities. San Francisco: Jossey-Bass, 1999., Ellen C. Lagemann and Lee S. Shulman

Annotation: Provides a status examination of educational research as of 1999 on 14 related topics and /or issues.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum as a Field of Practice and Study
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

Glatthorn, Alan A., "Curriculum Alignment Revisited," Journal of Curriculum and Supervision, 15(Fall, 1999), 26-34., Alan A. Glatthorn

Annotation: Provides a broadened view of curriculum alignment in terms of eight concepts of curriculum--hidden, excluded, recommended, written, supported, tested, taught, and learned; related article by W. G. Wraga precedes this article.

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

Keeves, John P., and Gabriele Lakomski, eds., Issues in Educational Research. New York: Pergamon, 1999., John P. Keeves and Gabriele Lakomski

Annotation: Consists of eleven chapters on specific inquiry approaches in educational research; also addresses epistemological and other related issues.

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

Citations from 1998

Roby, Thomas, "Curriculum as the School Experience of Great Teaching or Why Joe Schwab Will Become the Greatest Teacher I Know," pp. 49-52 in Lynn W. Burlbaw, ed., Curriculum History, 1998. College Station, TX: Society for the Study of Curriculum History, Texas A&M University, 1998., Thomas Roby

Annotation: Provides a former student's view of Joseph Schwab's approach to teaching and curriculum.

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

Torres, Carlos Alberto, "Interview with Henry A. Giroux," pp. 129-157 in Carlos Alberto Torres, Education, Power, and Personal Biography: Dialogues with Critical Educators. New York: Routledge, 1998., Carlos Alberto Torres

Annotation: Offers personal refections by Giroux on his own life and professional work.

Broad Topical Focus: Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum and Politics, Curriculum Theory Creation and Uses

Frein, Mark, "Strange Bedfellows?: Critical Curriculum Theory and the Analysis of Concepts in Education," Philosophy of Education Society Yearbook, 1998. Champaign, IL: Philosophy of Education Sociey, University of Illinois at Urbana-Champaign, 1998.*, Mark Frein

Annotation: Contrasts conceptual analysis with critical theory as approaches to research in curriculum theory; urges that the former take on the perspective of the latter; shows how this combination can be useful in curriculum practice.

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

Costas, Mark A., "Deciphering Postmodern Educational Research," Educational Researcher, 27(December, 1998), 36-42.*, Mark A. Costas

Annotation: Characterizes various postmodern modes of educational research within a typology of educational inquiry dimensions.

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, Value Assumptions and Ideologies in Curriculum

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

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

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Ideology and School Knowledge

Reid, William A., " 'Reconceptualist' and ' Dominant' Perspectives in Curriculum Theory," Journal of Curriculum and Supervision, 13(Spring, 1998), 267-296.*, William A. Reid

Annotation: Compares Pinar's and Jackson's views of curriculum theory and advocates a combination of both through dialogue.

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-Ampliative Criticism
Type of Study: Status Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

Banks, James, "The Lives and Values of Researchers: Implications for Educating Citizens in a Multicultural Society," Educational Researcher, 27(October, 1998), 4-17., James Banks

Annotation: Traces value perspectives adhered to by five researchers on race and discusses methodological issues and a typology of types of researchers involved in social action based on research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Citizenship Education

Pinar, William F., ed., Curriculum: Toward New Identitiies. New York: Garland, 1998., William F. Pinar

Annotation: Includes 17 essays, edited and introduced by William Pinar, that exhibit cutting-edge theory in Curriculum Studies as developed after the comprehensive 1995 volume (Understanding Curriculum, by Pinar, et al.).

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Contexts and Societal Influences, Inquiry Language in Curriculum Research
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

Raizen, Senta A., "Standards for Science Education," Teachers College Record, 100(Fall, 1998), 66-121., Senta A. Raizen

Annotation: Analyzes the concept of standards and its use and purposes (pp. 72-75) as a preamble to a review of the various science standards developed by AAAS, NSTA, NRC, etc.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Science, Content Selection and Organization

Foshay, Arthur Wellesley, "Problem Solving and the Arts," Journal of Curriclulum and Supervision, 13(Summer, 1998), 328-338.*, Arthur Wellesley Foshay

Annotation: Shows how problem solving objectives can be integrated into 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: Content Selection and Organization, Curriculum Aims and Objectives, Art Education, Curriculum Integration

Lipka, Richard P., John H. Lounsbury, Conrad F. Toepfer, Jr., Gordon F. Vars, Samuel P. Allessi, Jr., and Craig Kridel, The Eight-Year Study Revisited: Lessons from the Past for the Present. Columbus, OH: National Middle School Association, 1998., Richard P. Lipka, John H. Lounsbury, Conrad F. Toepfer Jr., Gordon F. Vars, Samuel P. Allessi Jr., and Craig Kridel

Annotation: Provides excerpts from and commentary on the 5-volume Report of the Eight-Year Study published in 1942; draws lessons for today's schools with special attention to implications for middle school education.

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: Classics of Curriculum Literature, Middle School Curriculum

Kridel, Craig, "Implications for Initiating Educational Change," pp. 17-56 in Richard P. Lipka and others, The Eight-Year Study Revisited: Lessons from the Past for the Present. Columbus, OH: National Middle School Association, 1998., Craig Kridel

Annotation: Characterizes the relation of the Progessive Education Association to the Eight-Year Study and illustrates some of the ways the thirty schools in the study developed and organized their curricula; draws four lessons on initiating change in education.

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

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

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

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

Kincheloe, Joe L., Shirley R. Steinberg, Nelson M. Rodriquez, and Ronald E. Chennault, eds., White Reign: Deploying Whiteness in America. New York: St. Martin's Press, 1998., Joe L. Kincheloe, Shirley R. Steinberg, Nelson M. Rodriquez, and Ronald E. Chennault

Annotation: Gives theoretical, critical, and practical treatment to issues of white domination of U.S. identity, ideology, and institutions.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Ideology and School Knowledge

Cuban, Larry, "How Schools Change Reforms: Redefining Reform Success and Failure," Teachers College Record, 99(Spring, 1998), 453-477.*, Larry Cuban

Annotation: Defines standards used by reform elites (effectiveness, popularity, fidelity) and by educational practitioners (adaptiveness, longevity), applies them to Effective Schools reform, and explores implications of these different standards to other reforms.

Broad Topical Focus: Curriculum Change, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing

Henderson, James G., Janice Hutchison, and Charlene Newman, "Maxine Greene and the Current/Future Democratization of Curriculum Studies," pp. 190-212 in William F. Pinar, ed., The Passionate Mind of Maxine Greene: 'I Am... Not Yet.' Bristol, PA: The Falmer Press, 1998.*, James G. Henderson, Janice Hutchison, and Charlene Newman

Annotation: Points out Maxine Greene's contributions to the field of Curriculum Studies by tracing five themes; also, shows how her work critiques the field and raises new questions for its future.

Broad Topical Focus: Curriculum Theorists, Defining Curriculum Research Questions, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History

Wraga, William G., " 'Interesting, if True' : Historical Perspectives on the 'Reconceptualization' of Curriculum Studies," Journal of Curriuculum and Supervision, 14(Fall,1998), 5-28.*, William G. Wraga

Annotation: Critiques the reconceptualist movement in curriculum with respect to its ahistoricism and its ideology.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Inquiry Language in Curriculum Research, Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum History, Value Assumptions and Ideologies in Curriculum

Stallones, Jared, "Paul R. Hanna and Education for Intelligent Citizenship," pp. 79-83 in Lynn W. Burlbaw, ed., Curriculum History, 1998. College Station, TX: Society for the Study of Curriculum History, Texas A&M University, 1998., Jared Stallones

Annotation: Traces the evolution of Paul R. Hanna's views on curriculum design and education for citizenship and of his textbook serieses.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Citizenship Education

Willinsky, John, Learning to Divide the World: Education at Empire's End. Minneapolis, MN: University of Minnesota Press, 1998., John Willinsky

Annotation: Critiques the imperialist perspectives on which much current curricula are based; examines school texts that reveal colonialist themes in history, geography, science, language, and literature.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Textbooks, Content Selection and Organization

Wraga, William G., "The Comprehensive High School Revisited: Issues of Development and Dissemination," Curriculum History, (March, 1998), 73-85.*, William G. Wraga

Annotation: Taces the development of the comprehensive high school from 1905-1930.

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: Secondary School Curriculum, Curriculum History

Levin, Benjamin, "The Educational Requirement for Democracy," Curriculum Inquiry, 28(Spring, 1998), 57-79., Benjamin Levin

Annotation: Explores the provision of democractic ideals in the curriculum through democratic experiences for students.

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

Nelson, Nancy, and Robert C. Calfee, "The Reading-Writing Connection Viewed Historically," pp. 1-52 in Nancy Nelson and Robert C. Calfee, eds., The Reading-Writing Connection. Ninety -seventh Yearbook of the National Society for the Study of Education, Part II. Chicago: The University of Chicago Press, 1998., Nancy Nelson and Robert C. Calfee

Annotation: Traces the development of English as a school and college subject in the United States; includes current trends.

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: School Subjects, English, Curriculum History, Higher Education Curriculum

Kysilka, Marcella L., "Understanding Integrated Curriculum," The Curriculum Journal, 9(No.2, 1998), 197-209., Marcella L. Kysilka

Annotation: Reviews various models of curriculum intergration as they related to a continuum of integrated curriculum.

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

Hart, Chris, Doing a Literature Review: Releasing the Social Science Research Imagination. London: Sage, 1998., Chris Hart

Annotation: Gives a thorough treatment of the purposes, processes, and analytic techniques required in doing high quality literature reviews in connection with masters and doctoral dissertation research.

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

Howe, Kenneth R., "The Interpretive Turn and the New Debate in Education," Educational Researcher, 27(November, 1998), 13-20.*, Kenneth R. Howe

Annotation: Distinguishes among postmodernist and transformationist forms of interpretivism in the context of educational research.

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, Value Assumptions and Ideologies in Curriculum

Gabella, Marcy Singer, "Formal Fascinations and Nagging Excerpts: The Challenge of the Arts to Curriculum and Inquiry, " Curriculum Inquiry, 28(Spring, 1998), 27-56.*, Marcy Singer Gabella

Annotation: Illustrates with examples the use of the arts as a mode of curriculum inquiry.

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

Tanner, Daniel, "The Social Consequences of Bad Research," Phi Delta Kappan, 79(January, 1998), 344-349.*, Daniel Tanner

Annotation: Critiques selected research studies in education and discusses the consequences of doing research badly.

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

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

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

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

Oliva, Peter F., "Supervision and Curriculum Development," pp. 782-800 in Gerald R. Firth and Edward J. Pajak, eds., Handbook of Reseach on School Supervision. New York: Macmillan, 1998., Peter F. Oliva

Annotation: Delineates the tasks of supervisors in curriculum development based on the Oliva model of curriculum development.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Specialists in Schools, Supervision of Instruction

Robinson, Viviane M. J., "Methodology and the Reseachr-Practice Gap," Educational Researcher, 27(January-February, 1998), 17-26.*, Viviane M. J. Robinson

Annotation: Proposes a problem-based methodology of research in which practices are treated as solutions to practical problems and explained by inquiry into the problem-solving processes that gave rise to them.

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

Skilbeck, Malcolm, "School-Based Curriculum Development," pp. 121-144 in Andy Hargreaves, Ann Lieberman, Michael Fullan, and David Hopkins, eds., International Handbook of Educational Change, Part One. Norwell, MA: Kluwer Academic Publishers, 1998., Malcolm Skilbeck

Annotation: Traces experience of the author in school-based curriculum development internationally from 1959-1998 from his work in the United Kingdom and Australia, theUniversity of London and Deakin University, and in the Organization for Economic Cooperation and Development in Paris.

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

Shacklock, Geoffrey, John Smyth, and Robert Hattam, "The Effects of an Advanced Skills Teacher Classification on Teachers' Work: From Storied Accounts to Policy Insights," Journal of Curriculum and Supervision, 13(Summer, 1998). 357-372.*, Geoffrey Shacklock, John Smyth, and Robert Hattam

Annotation: Reports an Australian study of the difference between teachers' natural discourse and an imposed discourse by policy-makers.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Comparative Curriculum, Teacher Knowledge, Value Assumptions and Ideologies in Curriculum

Pogrow, Stanley, "What is an Exemplary Program, and Why Should Anyone Care? A Reaction to Slavin & Klein," Educational Researcher, 27(October, 1998), 22-29., Stanley Pogrow

Annotation: Critiques the designation of "exemplary" given to several programs such as "Success for All" based on methodological issues in supporting research.

Broad Topical Focus: Curriculum Development, Organization, Design, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation

Bracey, Gerald W., "Educational Research and Educational Practice," The Educational Forum, 62(Winter, 1998), 140-145., Gerald W. Bracey

Annotation: Examines the divide between research and its use in practice.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Utilization

Constas, Mark A., "The Changing Nature of Educational Research and a Critique of Postmodernism," Educational Researcher, 27(March, 1998), 26-33.*, Mark A. Constas

Annotation: Explains postmodernism and its influence on educational research; discusses three problems it poses--distinction, expistemological genre, and procedural infomality; critiques its reluctance to arrive at conclusions, to suggest practical implications, and to fall victim to its own desire to free inquiry from oppressive conditions.

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, Value Assumptions and Ideologies in Curriculum

Foshay, Arthur Wellesley, "Action Research in the Nineties," The Educational Forum, 62(Winter, 1998), 108-112., Arthur Wellesley Foshay

Annotation: Reviews the historical development of action research in education, describes its key steps, and briefly evaluates its role in improving practice.

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

Eisenhart, Margaret, "On the Subject of Interpretive Reviews," Review of Educational Research, 68(Winter, 1998), 391-399., Margaret Eisenhart

Annotation: Examines issues in doing interpretive reviews; two responses follow.

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

del Pilar O'Cadiz, Maria, Pia Lindquist Wong, and Carlos Alberto Torres, "Creating the Popular Public Schools," pp. 71-105, and "Reorienting the Curriculum: The Interdisciplinary Project," pp. 107-134, in their Education and Democracy: Paulo Freire, Social Movements, and Educational Reform in Sao Paulo. Boulder, CO: Westview PRess, 1998., Maira del Pilar O'Cadiz, Pia Lindquist Wong, and Carlos Alberto Torres

Annotation: Describes the principles and creation of the Popular Public School in Sao Paulo, Brazil, under the direction of Freire as Secretary of Education, 1989-1991; describes three phases of curriculum development employed in the Interdisciplinary Project, the centerpiece of the curriculum.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Teaching/Learning Process, Curriculum and Politics

Klein, M. Frances, "Approaches to Curriculum Development in the United States." pp. 163-182 in Bjorg B. Gundem and Stefan Hopmann, eds., Didaktik and/or Curriculum. New York: Peter Lang, 1998.*, M. Frances Klein

Annotation: Contrasts curriculum reform with curriculum revision; contrasts systematic curriculum planning, implementation, and evaluation with newer alternative ways of curriculum planning; and explores related factors from technology to accountability.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Development Strategies

Davis, O. L., Jr., "The Theoretic Meets the Practical: The Practical Wins," pp. 87-106 in Bjorg B. Gundem and Stefan Hopmann, eds., Didaktik and/or Curriculum. New York: Peter Lang, 1998.*, O. L. Davis Jr.

Annotation: Contrasts presumed U.S. curriculum model of early 20th century (bureaucratic) with that of real schools revealed by historical studies (local, practical); discusses prospect for re-imaging U. S. curriculum development.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature, Curriculum Development Strategies, Comparative Curriculum

Lewis, Theodore, "Vocational Education as General Education," Curriculum Inquiry, 28(Fall, 1998), 283-309., Theodore Lewis

Annotation: Argues that vocational education should be an integral part of general education; dialogue follows in two articles in same issue by Apple and Lewis.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Vocational vs. Liberal Education, Liberal Education/General Education

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

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

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

Pinar, William F., ed., The Passionate Mind of Maxine Greene: 'I Am...Not Yet.' Bristol, PA: Falmer Press, 1998., William F. Pinar

Annotation: Presents 22 writers on the life and work of Maxine Greene as they explore her writings, its themes, the influences on her thought, and her influence on several domains of educational thought and practice.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses

Carlson, Dennis, and Michael W. Apple, eds., Power/Knowledge/Pedagogy: The Meaning of Democratic Education in Unsettling Times. Boulder, CO: Westview Press, 1998., Dennis Carlson and Michael W. Apple

Annotation: Gives contemporary political views of curriculum reform, identity issues, textbooks, and pedagogy.

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

Apple, Michael W., "Work, Power, and Curriculum Reform: A Response to Theodore Lewis's 'Vocational Education as General Education'," Curriculum Inquiry, 28(Fall, 1998), 339-360., Michael W. Apple

Annotation: Responds to and critiques the article by Lewis in the same issue of Curriculum Inquiry.

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: Vocational vs. Liberal Education, Liberal Education/General Education

Gundem, Bjorg B., and Stefan Hopmann, eds., Didaktik and/or Curriculum: An International Dialogue. New York: Peter Lang, 1998., Bjorg B. Gundem and Stefan Hopmann

Annotation: Treats the contrast between curriculum and the European concept of Didaktik; 18 chapters by Reid, Westbury, Davis, Hamilton, Lundgren, Englund, Pinar, the editors, and others.

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

Jackson, Philip W., "John Dewey's School and Society Revisited," The Elementary School Journal, 98(May, 1998), 415-426., Philip W. Jackson

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

Broad Topical Focus: Curriculum Development, Organization, Design, 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: Curriculum History, Classics of Curriculum Literature

Franklin, Barry M., ed., When Children Don't Learn: Student Failure and the Culture of Teaching. New York: Teachers College Press, 1998., Barry M. Franklin

Annotation: Reports several qualitative studies of student failure and teacher failure.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Student Assessment, Teaching/Learning Process

Goff, Katherine E., "Chaos, Collaboration, and Curriculum: A Deliberative Process," Journal of Curriculum and Supervision, 14(Fall, 1998), 29-42.*, Katherine E. Goff

Annotation: Creates a basis for the curriculum development process in chaos theory.

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 Deliberation, Curriculum Theory Creation and Uses

McCulloch, Gary, "Curriculum Reform, Educational Change, and School Improvement," pp. 1203-1215 in Andy Hargreaves, Ann Lieberman, Michael Fullan, and David Hopkins, eds., International Handbook of Educational Change, Part Two. Norwell, MA: Kluwer Academic Publishers, 1998., Gary McCulloch

Annotation: Discusses the role of teachers in curriculum reform in the United Kingdom, among other things.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Comparative Curriculum, Curriculum Implementation

Phillips, D. C., "John Dewey's The Child and the Curriculum: A Century Later," The Elementary School Journal, 98(May, 1998), 403-414., D. C. Phillips

Annotation: Offers a 100th anniversary review and critique of Dewey's essay.

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: Classics of Curriculum Literature, Teaching/Learning Process, Curriculum History

Bradbeer, James, Imagining Curriculum: Practical Intelligence in Teaching. New York: Teachers College Press, 1998., James Bradbeer

Annotation: Explores the mythopoetic in teaching and curriculum and from examples of teachers' narratives; reviews the lived currculum and related curriculum theories.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Value Assumptions and Ideologies in Curriculum

Strike, Kenneth A., "Dialogue, Religion, and Tolerance: How to Talk to People Who Are Wrong About (Almost) Everything," pp. 59-69 in James T. Sears and James C . Casper, eds., Curriculum, Religion, and Public Education: Conversations for an Enlarging Public Square. New York: Teachers College Press, 1998.*, Kenneth A. Strike

Annotation: Addresses how religious differences can be adjudicated through dialogue based on six basic principles.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum and Politics, Curriculum Deliberation, Freedom/Authority and Curriculum

King, Nigel, "Template Analysis," pp.118-134 in Gillian Symon and Catherine Cassell, eds., Qualitative Methods and Analyses in Organizational Research: A Practical Guide. London: Sage, 1998., Nigel King

Annotation: Describes and explains the use of template analysis in thematic coding of qualitative data; illustrated by reference to a study done by the author on managing mental health care.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Content Analysis, Phenomenological Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Qualitative Research, Knowledge Generation

Fashola, Olatokunbo S., and Robert E. Slavin, "Schoolwide Reform Models: What Works?" Phi Delta Kappan, 79(January, 1998), 370-379.*, Olatokunbo S. Fashola and Robert E. Slavin

Annotation: Reviews thirteen school reform programs in terms of effectiveness, replicability, and effect size; programs include Success for All, Core Knowledge, Accelerated Schools, Outward Bound, Roots and WIngs, etc.

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

Kysilka, Marcella L., "Quality Research in Curriculum and Teaching," The Educational Forum, 62(Winter, 1998), 146-152.*, Marcella L. Kysilka

Annotation: Makes recommendations for improving quality of research in curriculum dissertations and articles prepared for publication in areas such as conceptualizing the research, using appropriate methodology, composing the report, and other technical matters.

Broad Topical Focus: Curriculum Research and Inquiry-General, Critique and Utilization of Curriculum Research and Inquiry, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Literature of Curriculum