Citations from 1991
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
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
Hansgen, Richard A., "Can Education Become A Science?" Phi Delta Kappan 72(May, 1991): 689-694., Richard A. Hansgen
Annotation: Examines and challenges the basis for the position that education can become a science.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation
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
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
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
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
Gore, Jennifer M., "On Silent Regulation: Emancipatory Action Reserach in Preservice Teacher Education," Curriculum Perspectives, 11(October, 1991), 47-51., Jennifer M. Gore
Annotation: Comments on dangers and possibilities of using action research methods in teacher education.
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, Teacher Education
Kemmis, Stephen, "Emancipatory Action Research and Post Modernisms," Curriculum Perspectives, 11(October, 1991), 59-65., Stephen Kemmis
Annotation: Discusses strengths of critical action research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Critical 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
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
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: 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
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
Graham, Robert J., Reading and Writing the Self: Autobiography in Education and the Curriculum. New York: Teachers College Press, 1991., Robert J. Graham
Annotation: Explores the problems and possibilities of autobiography in English Language Education and in curriculum generally; relates the discussion broadly to the genre of autobiography and more specifically to the work of Pinar, Grumet, and others in Curriculum Studies.
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, Self-Knowledge
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
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: 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
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
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
Ely, Margot, with Margaret Anzul, Teri Friedman, Diane Garner, and Ann McCormack Steinmetz, Doing Qualitative Research: Circles within Circles . Philadelphia: Falmer, 1991., Margot Ely, Margaret Anzul, Teri Friedman, Diane Garner, and Ann McCormack Steinmetz
Annotation: Reports the experiences of these authors' doing ethnographic research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Qualitative Research
Hannay, Lynne M., and Wayne Seller, "The Curriculum Leadership Role In Facilitating Curriculum Deliberation," Journal of Curriculum and Supervision , 6 (Summer, 1991), 340-357., Lynne M. Hannay and Wayne Seller
Annotation: Describes a study of school-based curriculum development in Canada.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Comparative Curriculum, Curriculum Specialists in Schools
Short, Edmund C., "Setting Priorities in Curriculum Research," Journal of Curriculum and Supervision , 6 (Summer, 1991), 358-365., Edmund C. Short
Annotation: Defines curriculum practice and curriculum research and suggests priorities focusing on research related directly to practice.
Broad Topical Focus: Relation of Curriculum Research to Practice, Defining Curriculum Research Questions, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: 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
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
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: Describes the purposes and activities of the Australian Curriculum Studies Assocation (ACSA) and the politcal context within which it works.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Professionalization in Curriculum
Annotation: Describes the process of action inquiry in 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
Coombs, Jerrold R., and Le Roi B. Daniels, "Philosophical Inquiry: Conceptual Analysis," pp. 27-41 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Jerrold R. Coombs and Le Roi B. Daniels
Annotation: Describes the processes involved in doing conceptual analysis in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Reports a phenomenological study of teacher's curriculum experience.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Teacher Education
Kincheloe, Joe L., Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment. Bristol, PA: Falmer Press, 1991., Joe L. Kincheloe
Annotation: Explores many facets of teachers as researchers from the critical theory perspective, including the nature of positivism and certainty, the qualitative alternative, and the role of values and ideology in inquiry.
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, Teacher Research, Value Assumptions and Ideologies in Curriculum, Qualitative Research, Comparisons Among Inquiry Modes
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
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
Smith, Marshall S., Jennifer A. O' Day, and David K. Cohen, "A National Curriculum in the United States?" Educational Leadership, 49 (September, 1991), 74-81. *, Marshall S. Smith, Jennifer A. O' Day, and David K. Cohen
Annotation: Analyzes pros and cons of a proposed national curriculum and related issues.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Freedom/Authority and Curriculum, Local Control of Schooling, Curriculum Frameworks, Curriculum Standards and Testing
St. Maurice, Henry, "A Guide to Commonplaces on the Use of Loci in Educator's Discourse," Journal of Curriculum Studies, 23(January-February, 1991), 41-53., Maurice Henry St.
Annotation: Describes a conception of rhetoric, its application to Schwab's commonplaces of education, and some alternatives.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation
Annotation: Presents a summary of articles published between 1972 and 1987 by Habermas; gives implications for education; suggests applications.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation
Giroux, Henry A., ed., Postmodernism, Feminishm, and Cultural Politics: Redrawing Educational Boundaries, Albany, NY: SUNY Press, 1991., Henry A. Giroux
Annotation: Has articles by eight authors (an extended introduction and last article are by Giroux) on the subject of redrawing educational boundaries across cultures.
Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Value Assumptions and Ideologies in Curriculum
Annotation: Describes the processes of deliberative inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Deliberation
Annotation: Provides practical guidance on the use of interview techniques in phenonenological inquiry.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry
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
Porter, Andrew C., Douglas A. Archbald, and Alexander K. Tyree, Jr., "Reforming the Curriculum: Will Empowerment Policies Replace Control?" pp. 11-36 in Susan H. Fuhrman and Betty Malen, eds., The Politics of Curriculum and Testing: The 1990 Yearbook of the Politics of Education Association . Philadelphia: Falmer, 1991.*, Andrew C. Porter, Douglas A. Archbald, and Alexander K. Tyree Jr.
Annotation: Reports recent developments in math and social studies and analyzes the processes of policy control and teacher empowerment in these contexts.
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, Mathematics, Social Studies
Annotation: Describes the processes of phenomenological inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Short, Edmund C., "Understanding Curriculum Inquiry," pp. 1-25 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Edmund C. Short
Annotation: Discusses the nature and structure of curriculum inquiry and its relation to curriculum research questions.
Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Research Domains and Structure, Defining Curriculum Research Questions, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation
Annotation: Reports the development and use of a curriculum materials analysis instrument (SALTAL), a copy of which is included.
Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation
Annotation: Analyzes the conception and impact on teacher professionalization of the 1988 California History-Social Science Framework.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Social Studies, Content Selection and Organization, Curriculum Implementation, Teacher Planning, Teaching/Learning Process, Authority of Teacher, Local Control of Schooling
Groundwater-Smith, Susan, "Practitioner Research and Practical Knowledge: Their Relationship to Curriculum Enquiry," Curriculum Perspectives, 11(October, 1991), 51-55., Susan Groundwater-Smith
Annotation: Discusses issues involved in teacher inquiry and action research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research, Practical Knowledge
Brause, Rita S., and John S. Mayher, eds., Search and Re-Search: What the Inquiring Teacher Needs to Know. Bristol, PA: Falmer Press, 1991., Rita S. Brause and John S. Mayher
Annotation: Provides guidelines for hypothesis generating and hypotheses testing studies in classrooms by teachers and reports selected studies in the language area.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Teacher Research, English
Smith, Marshall S., and Jennifer O'Day, "Putting the Pieces Together: Systemic School Reform," CPRE Policy Briefs, 1991, 1-11. ERIC Document Reproduction Service ED 343 215., Marshall S. Smith and Jennifer O'Day
Annotation: Reviews efforts at school reform and the barriers to change; offers a strategy for systemic reform.
Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Frameworks, Curriculum Development Strategies
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
Benson, Garth D., and Bryant E. Griffith, "The Process of Knowing in Curriculum," JGE: The Journal of General Education, 40(1991), 24-33., Garth D. Benson and Bryant E. Griffith
Annotation: Argues for a curriculum model based on the process of knowing.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Higher Education Curriculum, Curriculum and the Disciplines
Annotation: Describes new federal legislation based on the integration of academic and vocational education.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Vocational vs. Liberal Education, Content Selection and Organization
Berman, Louise M., Francine H. Hultgren, Diane Lee, Mary S. Rivkin, Jessie A. Roderick, Toward Curriculum for Being: Voices of Educators . Albany, NY: State University of New York Press, 1991., Louise M. Berman, Francine H. Hultgren, Diane Lee, Mary S. Rivkin, and Jessie A. Roderick
Annotation: Reports the exchanges among a study group of six women educators, their autobiographical statements and thoughts, and their mutual interpretations and meaning-making.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry, Narrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation
Janesick, Valerie J., "Ethnographic Inquiry: Understanding Culture and Experience," pp. 101-119 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991. *, Valerie J. Janesick
Annotation: Describes the processes of ethnographic inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Describes the processes of doing integrative inquiry in curriculum.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Describes the process of deliberation carried on by an English faculty in the Community College of Philadelphia.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Higher Education Curriculum, English
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
Annotation: Reviews literature related to critical pedagogy and argues its role in confronting hegemonic praxis.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum, Conceptions of Teaching
Noffke, Susan E., "Hearing the Teacher's Voice: Now What?" Curriculum Perspectives, 11(October, 1991), 55-59., Susan E. Noffke
Annotation: Discusses rifts between teacher research and action research.
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, Teacher Research
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
Kincheloe, Joe L., and William F. Pinar, eds., Curriculum as Social Psychoanalysis: The Significance of Place, Albany, NY: SUNY Press, 1991., Joe L. Kincheloe and William F. Pinar
Annotation: Shows the influence of the South on curriculum and curriculum content.
Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Psychology and Curriculum
Citations from 1990
Annotation: Summarizes several approaches to curriculum design: political, bureaucratic, marketing, public relations, scientific, knowledge-structure, engineering, and problem-solving.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization
Jackson, Philip W., "The Functions of Educational Research," Educational Researcher, 19(October, 1990), 3-9.*, Philip W. Jackson
Annotation: Gives a critique of Cronbach and Suppes (1969), a review of newer research methods in education, and a plea for researchers to communicate with various audiences for their work.
Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Linkage, Knowledge Utilization
Allan, Karen Kuelthau, and Margery Staman Miller, "Teacher-Researcher Collaboratives: Cooperative Professional Development," Theory Into Practice, 29(Summer, 1990), 196-202., Karen Kuelthau Allan and Margery Staman Miller
Annotation: Describes three stages in a cooperative staff development project.
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, In-service Teacher Development, Teacher Research
Annotation: Describes how particular political influences on curriculum policy making can be derived from narrative studies.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics
Strauss, Anselm, and Juliet Corbin. Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Newbury Park,CA: Sage, 1990., Anselm Strauss and Juliet Corbin
Annotation: Describes coding procedures for analyzing qualitative data and developing grounded theory.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research
Annotation: Gives the history of special education in Atlanta schools between 1900-1920.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum History, Exceptional Education, Social Efficiency/Control, Curriculum Differentiation
Watkins, William H., "Teaching and Learning in the Black Colleges: a 130-Year Retrospective," Teaching Education, 3(Summer/Fall 1990), 10-25., William H. Watkins
Annotation: Traces the history, purpose, and philosophies of Black college curricula between 1860-1990.
Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Higher Education Curriculum, Teacher Education
Annotation: Describes the evolution of five approaches to educational theory: common-sense, philosophical, applied science, practical, and critical.
Broad Topical Focus: Relation of Curriculum Research to Practice, 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, Comparisons Among Inquiry Modes, Curriculum Theory Creation and Uses, Curriculum History
Annotation: Summarizes ways of conducting curriculum evaluation in British educational setting.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation, Comparative Curriculum
Sosniak, Lauren A., and Carole L. Perlman, "Secondary Education by the Book," Journal of Curriculum Studies, 22(September-October, 1990), 427-442., Lauren A. Sosniak and Carole L. Perlman
Annotation: Compares textbook use across mathematics, English, and history from student interview data.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Textbooks, School Subjects
Gitlin, Andrew David, "Educative Research, Voice, and School Change," Harvard Educational Review, 60(November, 1990), 443-466., Andrew David Gitlin
Annotation: Proposes and describes a dialogical approach to research that develops voice as a form of political protest; illustrated by a specific study.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Curriculum and Politics
Slavin, Robert E., "On Making a Difference," Educational Researcher, 19(April, 1990), 30-34; 44.*, Robert E. Slavin
Annotation: Distinguishes between complex, variable-like, and fuzzy models for educational research and explains why models matter.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Analyzes the issues involved in alternative views of the place of subjectivity and objectivity in qualitative inquiry.
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: Value Assumptions and Ideologies in Curriculum, Qualitative Research
Carson, Terrance, "What Kind of Knowing Is Critical Action Research?" Theory Into Practice, 29(Summer, 1990), 167-173., Terrance Carson
Annotation: Presents an example of collaborative action research in peace education.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Social Studies
Darling-Hammond, Linda, "Instructional Policy into Practice," Education Evaluation and Policy Analysis , 12(Fall 1990), 339-347., Linda Darling-Hammond
Annotation: Explains how research on teachers' reactions to curriculum policy changes can influence policy analysis research; done in context of California's Math Framework of 1985.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Mathematics, Curriculum Implementation, Teacher Knowledge
Annotation: Provides a thorough-going treatment of hermeneutic phenomenological research, reflection , and writing.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Gordon, Edmund W., Fayneese Miller, and David Rollock, "Coping with Communicentric Bias in Knowledge Production in the Social Sciences," Educational Researcher, 19(April, 1990), 14-19., Edmund W. Gordon, Fayneese Miller, and David Rollock
Annotation: Suggests inquiry that accomodates cultural, class, ethnic, and gender diversity.
Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Contexts and Societal Influences
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Traces the potential of the relationship between mathematics and transcendental and spiritual experience for curriculum content.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Mathematics, Curriculum Aims and Objectives, Curriculum Integration, Values in the Classroom
Annotation: Reports a personal moral journey through a collaborative action research project.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum
Walker, Decker F., "Back to the Future: The New Conservatism in Education," Educational Researcher, 19(April, 1990), 35-38., Decker F. Walker
Annotation: Reviews three 1987 books (Finn & Ravitch, Hirsch, Bloom) and notes their ideological perspectives and their non-research bases.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum
Annotation: Traces the politics of the vocational education movement in the early 1900s and the role of the professional educators and others in this movement; sees the work ethic at the core of the movement's symbolic action.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Vocational vs. Liberal Education, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum
Annotation: Makes the case for using conceptual analysis as a part of all research.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Describes methods of discourse analysis, gives reviews of studies using them, and draws implications for teacher evaluation.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Research Synthesis
Narrow Topic: Classroom Observation & Research, Knowledge Generation, Teacher Evaluation, Discourse Analysis
Annotation: Describes evidence of curriculum trivialization and gives process used in graduate classes to help students confront trivialization through studying reseach reports.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Programs of Study in Curriculum and Instruction
Cochran-Smith, Marilyn, and Susan L. Lytle, "Research on Teaching and Teacher Research: The Issues that Divide," Educational Researcher, 19(March, 1990), 2-11. *, Marilyn Cochran-Smith and Susan L. Lytle
Annotation: Makes the case for teacher research and contrasts this approach with the approaches used in research on teaching.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research
Oberg, Antoinette, "Methods and Meanings in Action Research: The Action Research Journal," Theory Into Practice, 29(Summer, 1990), 214-221., Antoinette Oberg
Annotation: Describes the process of using journals in action research projects involving Canadian teachers.
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, Comparative Curriculum
Dmitriyev, Grigory D., and Isaak Y. Lerner, "The Composition of and Formative Influences on the Curriculum," International Review of Education, 36(No. 2, 1990), 233-241., Grigory D. Dmitriyev and Isaak Y. Lerner
Annotation: Discusses influences of societal experiences on curriculum content and design.
Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Comparative Curriculum
Annotation: Describes curriculum in terms of a "marketplace" metaphor as a basis for thinking about accountability.
Broad Topical Focus: Curriculum Definitions, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and Politics
Annotation: Summarizes the educational polity impacts of Thatcherism on curriculum in the late 1980s.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Comparative Curriculum
Englund, Tomas, "Curriculum History Reconsidered," Scandinavian Journal of Educational Research , 39 (No. 2, 1990), 91-102.*, Tomas Englund
Annotation: Sums up the status and value of work done in curriculum history to date internationally.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, Comparative Curriculum
Annotation: Considers the role of validity in qualitative 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
Annotation: Discusses issues involved in curriculum and assessment.
Broad Topical Focus: Curriculum Evaluation, 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: Evaluation of Instruction, Curriculum Standards and Testing, Comparative Curriculum
Mishler, Elliot G., "Validation in Inquiry-Guided Research: The Role of Exemplars in Narrative Studies," Harvard Educational Review , 60(November, 1990), 415-442., Elliot G. Mishler
Annotation: Reformulates validation as a process through which a community of scholars evaluates the trustworthiness of a study.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Makes the case for linking studies of teachers' life histories and of the context of prescriptions for and interactions within the practice of curriculum.
Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Knowledge Generation
Annotation: Explores the meaning of generalizability in social science research and in qualitative case studies.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Case Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Qualitative Research
Annotation: Analyzes the effect on policy inquiry of three policy perspectives.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum
Pendlebury, Shirley, "Practical Arguments and Situational Appreciation in Teaching," Educational Theory, 40(Spring, 1990), 171-179., Shirley Pendlebury
Annotation: Argues that appreciation of a situation is a necessary accompaniment of practical arguments about what to do in teaching in that situation; extends the criticism of previous work done on practical arguments by Fenstermacher and others.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Deliberation
Annotation: Describes teacher-researchers in Stenhouse's Humanities Project, Ford Teaching Project, and Quality of Learning Project in England from perspective of Elliott's personal involvement.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Theorists, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Teacher Research, Teaching/Learning Process, Comparative Curriculum, Teacher Education
Hunter, John E., and Frank L. Schmidt, Methods of Meta-Analysis: Correcting Error and Bias in Research Findings . Newbury Park, CA: Sage, 1990., John E. Hunter and Frank L. Schmidt
Annotation: Provides techniques for doing meta-analysis of correlational and experimental studies and discusses related issues.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation
Annotation: Reviews a book which includes reprints of Ralph W. Tyler's writings on testing, the Eight-Year Study, curriculum development, etc.
Broad Topical Focus: Curriculum Theorists, Curriculum Evaluation
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 Standards and Testing