Citations from 1992
Darling-Hammond, Linda, and Jon Snyder, "Curriculum Studies and the Traditions of Inquiry: The Scientific Tradition," pp. 41-78 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Linda Darling-Hammond and Jon Snyder
Annotation: Describes uses of scientific inquiry in curriculum, reviews studies of learning as a basis for curriculum, and discusses several studies (both historical and recent) concerned with differentiated curriculum, indicators of achievement, and teaching (the enacted curriculum).
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Curriculum Differentiation
Klein, M. Frances, "A Perspective on the Gap between Curriculum Theory and Practice," Theory into Practice, 31(Summer, 1992), 191-197., M. Frances Klein
Annotation: Gives reasons for the gap between curriculum theory and practice and suggests ways of closing the gap.
Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses
Giroux, Henry A., "Language, Difference, and Curriculum Theory: Beyond the Politics of Clarity," Theory into Practice, 31(Summer, 1992), 219-227., Henry A. Giroux
Annotation: Calls for curriculum discourse that takes differences in power, language, and feminist thinking into account.
Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Democratic Education, Curriculum Theory Creation and Uses
Benavot, Aaron, "Curricular Content, Educational Expansion, and Economic Growth," Comparative Education Review, 36(May,1992), 150-174., Aaron Benavot
Annotation: Examines cross-national empirical evidence of relative economic value of various subjects in the curriculum.
Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: School Subjects, Comparative Curriculum
Haggerson, Nelson, and Andrea Bowman, eds., Informing Educational Policy and Practice Through Interpretive Inquiry. Lancaster, PA: Techromic Publishing Co., 1992., Nelson Haggerson and Andrea Bowman
Annotation: Gives eleven examples of interpretive studies of educational practices plus commentaries on the value of interpretive inquiry and its uses.
Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Phenomenological Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation
Annotation: Reviews the applicability of work in Curriculum Studies on deliberation to decisions regarding curricula for health service administrators.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Programs of Study in Curriculum and Instruction, Comparative Curriculum
Elmore, Richard, and Gary Sykes, "Curriculum Policy," pp. 185-215 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., Richard and Elmore and Gary Sykes
Annotation: Reviews studies related to public policy perspectives on curriculum and curriculum perspectives on public policy; included in the latter set are studies grouped under curriculum as worthwhile knowledge, as rational system, as control, and as capital; research agendas are proposed.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Development Strategies
Annotation: Summarizes the research on the relation of culture to curriculum and curriculum change.
Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum and Politics, Comparative Curriculum
Schubert, William H.,"Practitioners Influence Curriculum Theory: Autobiographical Reflections," Theory into Practice, 31(Summer, 1992), 236-244., William H. Schubert
Annotation: Summarizes several recent contributions to curriculum theory including that done by teachers (teacher lore) and by students (student lore); shows how curriculum inquiry is related to theory.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Knowledge Generation, Teacher Knowledge, Curriculum Theory Creation and Uses
Klein, M. Frances, "John I. Goodlad: Essential Characteristics of His Teaching," Teaching Education, 4(Spring, 1992), 155-160., M. Frances Klein
Annotation: Describes the background and professional work of John Goodlad.
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
Haberman, Martin, "The Role of the Classroom Teacher as a Curriculum Leader, NASSP Bulletin, 76(November, 1992), 11-19.*, Martin Haberman
Annotation: Reviews the literature on the role of teachers in curriculum development and draws implications for practice.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teacher Knowledge, Curriculum Development Strategies
Annotation: Gives a thorough analysis of the Silver Burdett and Ginn (1988) textbook series in social studies using a set of 71 questions arranged in 8 areas.
Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation, Textbooks, Social Studies, Local Control of Schooling
Ross, E. Wayne, Jeffrey W. Cornett, and Gail McCutcheon, Teacher Personal Theorizing: Connecting Curriculum Practice, Theory, and Research. Albany, NY: SUNY Press, 1992., E. Wayne Ross, Jeffrey W. Cornett, and Gail McCutcheon
Annotation: Examines the relation between teacher theorizing and teacher practice.
Broad Topical Focus: Curriculum Enactment and Teaching, Relation of Curriculum Research to Practice, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teacher Knowledge, Teacher Planning
Pajares, M. Frank, "Teachers' Beliefs and Educational Research: Cleaning Up a Messy Construct," Review of Educational Research, 62(Fall, 1992), 307-332., M. Frank Pajares
Annotation: Reviews the research on the role of beliefs in teaching.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Philosophical Schools, Conceptions of Teaching, Teacher Knowledge
Miel, Alice, "Roaming through a LIfe-Space," The Educational Forum, 56(Summer, 1992), 457-463., Alice Miel
Annotation: Gives the author's formative history and life experiences as a leading curriculum theorist.
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
LeCompte, Margaret D., and Kathleen Bennett DeMarrais, "The Disempowering of Empowerment: Out of the Revolution and into the Classroom," Educational Foundations, 6(Summer, 1992), 5-31., Margaret D. LeCompte and Kathleen Bennett DeMarrais
Annotation: Traces origins of empowerment and its uses and misuses in education.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teaching/Learning Process
Martin - Kniep, Giselle O., and P. Bruce Uhrmacher, "Teachers as Curriculum Developers," Journal of Curriculum Studies, 24(May-June, 1992), 261-271.*, Giselle O. Martin-Kniep and P. Bruce Uhrmacher
Annotation: Reports differences between teaching and curriculum development by teachers in a small California study.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Materials Development and Evaluation, Teacher Planning
Hlebowitsh, Peter S., "Critical Theory Versus Curriculum Theory: Reconsidering the Dialogue on Dewey," Educational Theory, 42(Winter, 1992), 69-82.*, Peter S. Hlebowitsh
Annotation: Critiques critical curriculum theory in terms of Dewey's understanding of theory.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum, Classics of Curriculum Literature
Gundem, Bjorg B., "Notes on the Developent of Nordic Didactics," Journal of Curriculum Studies, 24(January-February, 1992), 61-70.*, Bjorg B. Gundem
Annotation: Describes the history in the Nordic countries of the concepts of curriculum and didactics.
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum History
Goodman, Jesse, Elementary Schooling for Critical Deomocray. New York: SUNY Press, 1992., Jesse Goodman
Annotation: Tells the story of Harmony Elementary School, Bloomington, Indiana, and its approach to democratic education.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Democratic Education, Elementary School Curriculum
Jackson, Philip W., ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Philip W. Jackson
Annotation: Contains 34 articles covering curriculum definitions, research methods, history, policy, ideology, practice, students and special populations, and subject area overviews.
Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Classics of Curriculum Literature
Pinar, William F., and C. A. Bowers, "Politics of Curriculum: Origins, Controversial, and Significance of Critical Perspectives," pp. 163-190 in Gerald Grant, ed. Review of Research in Education, 18: 1992. Washington, D.C.: American Educational Research Association, 1992., William F. Pinar and C. Bowers
Annotation: Reviews the variety of scholarly work in the 1970's and 1980s on the politics of curriculum as found in the work of the critical theorists.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum and Politics, Knowledge Generation
Venezky, Richard L.,"Texbooks in School and Society," pp. 436-462 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, 1992., Richard L. Venezky
Annotation: Defines the nature and value of textbooks in U. S. schools, reviews the control of the content of textbooks, and traces the historical evolution of school textbooks.
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: Textbooks, Curriculum History, Materials Development and Evaluation
Annotation: Advocates a curriculum focused on an eschatological theology of hope.
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum Theory Creation and Uses
Annotation: Summarizes studies over last ten years related to curriculum implementation--both as process and as a product.
Broad Topical Focus: Curriculum Change, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Implementation, Program Audit/Evaluation
Saxe, David Warren, "Framing a Theory for Social Studies Foundations," Review of Educational Research, 62(Fall, 1992), 259-277., David Warren Saxe
Annotation: Establishes the origin of the social studies as a curriculum area in the United States.
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, Social Studies, Curriculum History
Annotation: Discusses the implications of selecting curriculum content around problems rather than topics.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Knowledge Generation, Psychology and Curriculum, Curriculum Integration
Unks, Gerald, "Three Nations' Curricula: What Can We Learn from Them?" NASSP Bulletin, 76(December, 1992), 30-46.*, Gerald Unks
Annotation: Surveys subjects in the curriculum of Japan, Great Britain, and Germany, and relates this information to policy issues in U. S. curriculum
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: Content Selection and Organization, Comparative Curriculum
Holdzkom, David, "The Influence of State Agencies on Curriculum," NASSP Bulletin, 76(December, 1992), 12-23.*, David Holdzkom
Annotation: Reviews the role of state education authorities' influence on curriculum through curriculum regulations, financing, and reform movements.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Local Control of Schooling
Pajak, Edward, and Lewis McAfee, "The Principal as School Leader, Curriculum Leader," NASSP Bulletin, 76(November, 1992), 21-30.*, Edward Pajak and Lewis McAfee
Annotation: Reviews the role of principals as curriculum leaders in curriculum development and change.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Specialists in Schools, Supervision of Instruction
Annotation: Conceptualizes five stages of the negotiation process involved in curriculum planning, teaching, learning, and evaluation.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teaching/Learning Process, Content Selection and Organization, Democratic Education
Annotation: Reports personal quest among two students and herself to develop meaningful professional discourse.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge
Johnston, J. Howard, "John H. Lounsbury: Conscience of the Middle School Movement," Middle School Journal, 24(November, 1992), 45-50., J. Howard Johnston
Annotation: Reviews the life and contributions of John H. Lounsbury to middle school theory.
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, Middle School Curriculum
LeCompte, Margaret, Wendy L. Milroy, and Judith Preissle, eds., The Handbook of Qualitative Research in Education. San Diego: Academic Press, 1992., Margaret LeCompte, Wendy L. Milroy, and Judith Preissle
Annotation: Comprises 18 chapters on forms, methods, issues, and applications of ethnographic inquiry in education.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation
Beyer, Landon E., and Daniel P. Liston, "Discourse or Moral Action? A Critique of Postmodernism," Educational Theory, 42(Fall,1992), 371-393., Landon E. Beyer and Daniel P. Liston
Annotation: Discusses criticisms of postmodern curriculum theory and the implications for curriculum deliberation.
Broad Topical Focus: Curriculum Decision-making Processes, Inquiry Language in Curriculum Research, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum
Annotation: Discusses three conceptions of the researcher and ways research findings are communicated; suggests using story form to best reach the public.
Broad Topical Focus: Curriculum Inquiry Guidelines, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Professors, Professionalization in Curriculum
Annotation: Expands Macdonald's views on mythopoetic language in curriculum inquiry by demonstrating the powers of the mythopoetic--reflexive, moral, controlling, and evocative.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Buchmann, Margret, and Robert E. Floden, "Coherence, the Rebel Angel," Educational Researcher, 21(December, 1992), 4-9., Margret Buchmann and Robert E. Floden
Annotation: Distinguishes between consistency and coherence in curriculum design and development.
Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Development, Organization, Design,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teacher Education
Oliver, Donald W., and Kathleen Gershman, "Knowing as Participation," JCT: An Interdisciplinary Journal of Curriculum Studies, 10(Winter, 1992), 69-100., Donald W. Oliver and Kathleen Gershman
Annotation: Explores the relation between the knower and the known in terms of Whitehead's process thought.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Annotation: Reviews historical aspects of educating women and men as well as the 20th century curriculum situation and transformative endeavors.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Research Synthesis
Narrow Topic: Curriculum History, Curriculum Differentiation, Value Assumptions and Ideologies in Curriculum
Annotation: Summarizes a study of the use of curriculum conferences in the Netherlands.
Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Comparative Curriculum, Content Selection and Organization
Snyder, Jon, Frances Bolin, and Karen Zumwalt, "Curriculum Implementation," pp. 402-435 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan,1992., Jon Snyder, Frances Bolin, and Karen Zumwalt
Annotation: Analyzes the fidelity, mutual adaptation, and enactment approaches to curriculum implementation research.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Implementation
Madaus, George F., and Thomas Kellaghan, "Curriculum Evaluation and Assessment," pp. 119-154 in Philip W. Jackson, ed., Handbook of Research on Curriculum. New York: Macmillan, l992., George F. Madaus and Thomas Kellaghan
Annotation: Summarizes the state of evaluation and assessment in curriculum, including historical issues, issues in testing, and six major components of curriculum evaluation.
Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Evaluative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Evaluation of Instruction, Student Assessment, Curriculum Standards and Testing, Curriculum History
Holland, Patricia, and Noreen B, Garman, "Macdonald and the Mythopoetic,"Journal of Curriculum Theorizing, 9(Summer, 1992), 45-72.*, Patricia Holland and Noreen B. Garman
Annotation: Expands Macdonald's views on mythopoetic language in curriculum inquiry by demonstrating the powers of the mythopoetic-reflexive, moral, controlling, and evocative.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Inquiry Language in Curriculum Research, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes
Annotation: Analzes and critiques several theorists' attempts to challenge Ralph Tyler's rationale (1949).
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: Curriculum History, Value Assumptions and Ideologies in Curriculum, Classics of Curriculum Literature
Cohen, David K., and James P. Spillane, "Policy and Practice: The Relation between Governance and Instruction," pp. 3-49. Gerald Grant, ed., Review of Research in Education, 18: 1992. Washington, D.C.: AERA, 1992., David K. Cohen and James P. Spillane
Annotation: Compares the relation between curriculum policy (instructional guidance) and practice in the United States and other countries.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Social Efficiency/Control, Comparative Curriculum
Kimpston, Richard D., Howard Y. Williams, and William S. Stockton, "Ways of Knowing and the Curriculum," The Educational Forum, 56(Winter, 1992), 153-172., Richard D. Kimpston, Howard Y. Williams, and William S. Stockton
Annotation: Sets forth four learning paradigms (association, correspondence, coherence, recognition), each with two subtypes, and provides a matrix analyzing each of these by six questions, including implications for curriculum planning.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teaching/Learning Process
Annotation: Analyzes empirical data on teachers' willingness to participate in decision making; principal-teacher relationship has the greatest influence.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation
Reid, William A., "Essay Review: The State of Curriculum Inquiry," Journal of Curriculum Studies, 24(March-April, 1992), 165-177.*, William A. Reid
Annotation: Discusses the direction curriculum inquiry has taken in recent years as revealed in the book on Forms of Curriculum Inquiry edited by E. C. Short in 1991.
Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Theoretical/Conceptual Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation
Vandenberg, Donald, "Researching Lived Experience: A Review Essay," Educational Theory , 42(Winter, 1992), 119-126.*, Donald Vandenberg
Annotation: Critiques a book by Max Van Manen on methods of phenomenological research.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Black, Susan, "Is Curriculum on Your Bargaining Table?" The American School Board Journal, 179(April, 1992), 30-33., Susan Black
Annotation: Suggests curriculum matters that can be dealt with in contract bargaining.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation
Ben-Peretz, Miriam, "Curriculum Development," pp. 256-260 in Marvin C. Alkin, ed., Encyclopedia of Educational Research, 6th ed. New York: Macmillan, 1992.*, Miriam Ben-Peretz
Annotation: Summarizes three models of curriculum development, who should participate in the process, and the relation between society and the curriculum.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies
Britzman, Deborah P.,"Structures of Feeling in Curriculum and Teaching," Theory into Practice, 31(Summer, 1992), 252-258., Deborah P. Britzman
Annotation: Describes agency and identity in teaching from a critical perspective.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Teaching/Learning Process
Annotation: Contrasts positivist and several post-positivist paradigms for educational research within a critical perspective.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Stanley, William B., Curriculum for Utopia: Social Reconstructionism and Critical Pedagogy in the Postmodern Era. Albany, NY: SUNY Press, 1992., William B. Stanley
Annotation: Analyzes the role of reconstructionism in critical pedogogy and relates this to past and present tradtions of educational theory.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Philosophical Schools
Cook, Thomas D., Harris Cooper, David S. Cordray, Heidi Hartmann, Larry V. Hedges, Richard J. Light, Thomas A. Louis, and Frederick Mosteller, Meta-Analysis for Explanation: A Casebook. New York: Russell Sage Foundation, 1992., Thomas D. Cook, Harris Cooper, David S. Cordray, Heidi Hartmann, Larry V. Hedges, Richard J. Light, Thomas A. Louis, and Frederick Mosteller
Annotation: Describes processes and issues in doing explanatory quantitative meta-analysis of empirical studies and presents some case examples--one in school science achievement.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry, Scientific/Empirical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Science
Citations from 1991
Annotation: Identifies a variety of knowledge and value perspectives that must be taken into account in selecting curriculum content generally and in science in particular.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Visions and Philosophies, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Science
Eisner, Elliot W., "Should America Have a National Curriculum?" Educational Leadership, 49 (October, 1991), 76-81.*, Elliot W. Eisner
Annotation: Gives a critique of a proposed national curriculum.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Local Control of Schooling
Berman, Louise M., "Normative Inquiry: Dimensions and Stances," pp. 225-241 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Louise M. Berman
Annotation: Describes the processes of normative inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Glesne, Corrine E., "Yet Another Role? The Teacher as Researcher," Action in Teacher Education , 13 (Spring, 1991), 7-13., Corrine E. Glesne
Annotation: Gives methods for doing teacher research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research
McKerrow, K. Kelly, and Joan E. McKerrow, "Naturalistic Misunderstanding of the Heisenberg Uncertainty Principle," Educational Researcher, 20 (January-February, 1991), 17-20., K. Kelly McKerrow and Joan E. McKerrow
Annotation: Exposes the misunderstanding of the Uncertainty Principle and its use in literature on naturalistic research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Annotation: Provides a comprehensive treatment of methods of action research with special reference to curriculum.
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
McTaggart, Robin, "Action Research is a Broad Movement," Curriculum Perpectives, 11(October, 1991), 44-47., Robin McTaggart
Annotation: Traces the history of the rediscovery of action research in Australian and discusses its use in third world countries.
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, Comparative Curriculum
Miller, Steven I., and Marcel Fredericks, "Postpositivistic Assumptions and Educational Research: Another View," Educational Researcher , 20 (May, 1991): 2-8.*, Steven I. Miller and Marcel Fredericks
Annotation: Examines the major concepts related to the "new philosophy of science": underdetermination, incommensurability, and indeterminacy.
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
Annotation: Poses a conceptual framework for curriculum decision-making in a 9 X 7 matrix.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation
Annotation: Surveys curriculum research cited in curriculum texts and its deficiencies in introducing novices to the field.
Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Literature of Curriculum, Programs of Study in Curriculum and Instruction
Giroux, Henry A., "Curriculum Planning, Public Schooling, and Democratic Struggle," NASSP Bulletin , 75 (February, 1991), 12-25.*, Henry A. Giroux
Annotation: Argues for a view of curriculum in which educational leaders place critical education in the role of creating democratic citizens.
Broad Topical Focus: Curriculum Development, Organization, Design, 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, Citizenship Education, Ideology and School Knowledge, Democratic Education, Conceptions of Teaching, Curriculum Specialists in Schools
Vallance, Elizabeth, "Aesthetic Inquiry: Art Criticism," pp. 155-172 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Elizabeth Vallance
Annotation: Describes the processes of aesthetic inquiry in curriculum.
Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Alexander, Don, "Curriculum Turmoil in Liberal Democracies," Journal of Curriculum Studies, 23(January-February, 1991), 71-78., Don Alexander
Annotation: Discusses two views of liberal democracy found in liberal education.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Ideology and School Knowledge
Tanner, Laurel N., "The Meaning of Curriculum in Dewey's Laboratory School (1896-1904)," Journal of Curriculum Studies , 23 (March-April, 1991), 101-117., Laurel N. Tanner
Annotation: Describes the curriculum of Dewey's school and gives implications for current reforms.
Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic:
Annotation: Summarizes the characteristics and impact of state-mandated curricula and notes the related perspectives from curriculum theory.
Broad Topical Focus: Curriculum Policies and Policy Making, 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: Local Control of Schooling, Curriculum and Politics, Curriculum Development Strategies
Gudmundsdottir, Sigrun, "Story-maker, Story-teller: Narrative Structures in Curriculum," Journal of Curriculum Studies , 23 (May-June, 1991), 207-218., Sigrun Gudmundsdottir
Annotation: Gives examples of pedagogical content knowledge of two teachers presented in their narratives.
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, Teacher Knowledge, Teacher Education
Packer, Steve, "Curriculum Issues in Small States," Prospects, 21(No. 4,1991), 517-526., Steve Packer
Annotation: Reviews issues in curriculum in South Pacific and Caribbean states.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Comparative Curriculum
Annotation: Describes the processes of hermeneutic inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Willis, George, and William H. Schubert, ed., Reflections from the Heart of Educational Inquiry: Understanding Curriculum and Teaching through the Arts. Albany, NY: SUNY Press, 1991., George Willis and William H. Schubert
Annotation: Gives 33 views and illustrations from leading curriculum theorists of how the arts afffect teaching, curriculum, and inquiry on curriculum.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Collection of Studies
Narrow Topic: Aesthetics and Curriculum, Curriculum Professors, Art Education
Annotation: Reviews the history of the Virginia Curriculum Revision Program in the 1930s including the role played by Hollis L. Caswell.
Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History
Anderson, Don S., and Bruce J. Biddle, eds., Knowledge for Policy: Improving Education through Research. Philadelphia: Falmer Press, 1991., Don S. Anderson and Bruce J. Biddle
Annotation: Provides overview of issues in models of social research, its effects, and its distribution.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Utilization
Ogawa, Rodney T., and Betty Malen, "Towards Rigor in Reviews of Multivocal Literatures: Applying the Exploratory Case Study Method," Review of Educational Research , 61 (Fall, 1991), 265-286.*, Rodney T. Ogawa and Betty Malen
Annotation: Describes a method of reviewing literature that bridges inquiry and commentaries or summaries where methodological adequacy is in question; four critiques follow.
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
Annotation: Describes the processes of evaluative inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Sirotnik, Kenneth A., "Critical Inquiry: A Paradigm for Praxis," pp. 243-258 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Kenneth A. Sirotnik
Annotation: Describes the processes of critical inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Traces the history of the eptisemological issues between quantitative and qualitative approaches to research.
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
Annotation: Traces historically the tension between centralized and localized curriculum decision-making in the United States.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Standards and Testing, Curriculum and Politics
Whitson, James Anthony, Constitution and Curriculum: Hermeneutical Semiotics of Cases and Controversies in Education, Law, and Social Science. Philadelphia, PA: Falmer Press, 1991., James Anthony Whitson
Annotation: Presents a series of court cases on educational controversies and describes the theories of interpretation applied to them; also explains structural semiotics and post-structural re-interpretations.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Local Control of Schooling, Curriculum and Politics
Annotation: Discusses the sociopolitical aspects of curriculum decision-making and comments on the other chapters in the book.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics
Popkewitz, Thomas S., A Political Sociology of Educational Reform: Power/ Knowledge in Teaching, Teacher Education, and Research. New York: Teachers College Press, 1991., Thomas S. Popkewitz
Annotation: Devotes chapters to topics in the political sociology of education such as reform, research, teaching, teacher education, professionalism, power, knowledge.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Ideology and School Knowledge, Teacher Education, Curriculum and Politics
Connelly, F. Michael, and D. Jean Clandinin, "Narrative Inquiry: Storied Experience," pp. 121-153 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, F. Michael Connelly and D. Jean Clandinin
Annotation: Describes the processes of narrative inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Describes the hermeneutics of dialogical inquiry in the context of judicial discourses in educational law and other fields.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Freedom/Authority and Curriculum
Alexander, Patricia A., Diane L. Schallert, and Victoria C. Hare, "Coming to Terms: How Researchers in Learning and Literacy Talk About Knowledge," Review of Educational Research, 61 (Fall, 1991), 315-343.*, Patricia A. Alexander, Diane L. Schallert, and Victoria C. Hare
Annotation: Analyzes various uses of the term "knowledge".
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: English
Annotation: Describes the processes of philosophical criticism in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Frey, Karl, Kleoniki Malliou, Rolf Langeheine, and Gillian Horton-Kruger, "Studies of the Quality of the Curriculum Process in the Curriculum Conference," Journal of Curriculum and Supervision, 7(Fall, 1991), 36-61.*, Karl Frey, Kleoniki Malliou, Rolf Langeheine, and Gillian Horton-Kruger
Annotation: Reports questionnaire study of four curriculum deliberations by component and elements.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Comparative Curriculum
Annotation: Gives voice to author's own experience as a professor in dialogue with colleagues.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum as Experience
Short, Edmund C., ed., Forms of Curriculum Inquiry . Albany, NY: State University of New York Press, 1991., Edmund C. Short
Annotation: Contains descriptions of 17 different forms of curriculum inquiry including philosophical, historical, ethnographic, narrative, theoretical, hermeneutic, critical, deliberative, action, etc.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation
Foshay, Arthur W., "Scientific Inquiry: Explanations and Limits," pp. 89-99 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Arthur W. Foshay
Annotation: Describes the processes of scientific inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Schubert, William H., "Philosophical Inquiry: The Speculative Essay," pp. 61-76 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, William H. Schubert
Annotation: Describes the processes of the synthetic and speculative philosophical essay in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Grove, Richard W., and Edmund C. Short, "Theoretical Inquiry: Components and Structure," pp. 211-224 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Richard W. Grove and Edmund C. Short
Annotation: Describes the processes of theoretical inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Eisner, Elliot W., The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice. New York: Macmillan, 1991. 2nd Ed., Prentice-Hall, 1998., Elliot W. Eisner
Annotation: Explicates features of qualitative inquiry in education with examples from educational criticism.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research
Cheung, K. C., and Robert Taylor, "Towards a Humanistic Constructivist Model of Science Learning: Changing Perspectives and Research Implications," Journal of Curriculum Studies, 23(January-February, 1991), 21-40., K. C. Cheung and Robert Taylor
Annotation: Defines a constructivist model of science education and its five aspects.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Science
Annotation: Contains 47 papers on historical aspects of curriculum practice, theory, research, and leaders presented at meetings of the Society for the Study of Curriculum History between 1977 and 1991; information on the Society and its meetings is also included.
Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, American/International Curriculum Organizations
Fuhrman, Susan H., and Betty Malen, eds., The Politics of Curriculum and Testing . Philadelphia: Falmer, 1991., Susan H. Fuhrman and Betty Malen
Annotation: Provides thirteen studies of the politics of curriculum and testing at the state and local levels.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, Curriculum Standards and Testing, Program Audit/Evaluation
McTaggart, Robin. Action Research: A Short Modern History. Geelong, Australia: Deakin University Press, 1991., Robin McTaggart
Annotation: Reviews U.S., Australia, and English British sources and practices related to action research in education.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum History, Comparative Curriculum