Citations from 1988
Dalton, Thomas H., The Challenge of Curriculum Innovation: A Study of Ideology and Practice. Philadelphia: Falmer, 1988., Thomas H. Dalton
Annotation: A two-year ethnographic study of curriculum change in "Geography for Young School Learners" in two UK schools.
Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparative Curriculum, Social Studies
Annotation: A review of ethical, political, aesthetic issues on which deliberation is required in curriculum development and policy-making.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum
Annotation: Proposes to critique popular culture as the material of the curriculum.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Conceptions of Teaching
Annotation: Presents a phenomenological and feminist report of the author's own experience.
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 as Experience, Value Assumptions and Ideologies in Curriculum
Annotation: Discusses various modifications teachers make in implementing the curriculum to meet students where they are.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teacher Planning, Curriculum Implementation, Multiethnic Adaptation
Annotation: Sets forth four paradigms for use in curriculum study--rational/theoretical, mythological/practical, evolutionary/transformational, and normative/critical.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Annotation: Lays foundation for a transformative curriculum based on process rather than preset order.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum
Annotation: Traces very briefly the history of curricula in Hungary from 1000 A.D. to recent times.
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: Comparative Curriculum, Curriculum History
Lubeck, Sally, "Roads to School," Theory into Practice , 27(Winter 1, 1988), 11-18.*, Sally Lubeck
Annotation: Applies ethnographic methods to the study of children's play cultures.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Classroom Observation & Research, Early Childhood Curriculum
Schubert, William H., Ann Lynn Lopez Schubert, Leslie Herzog, George Posner, and Craig Kridel, "A Genealogy of Curriculum Researchers," Journal of Curriculum Theorizing, 8(Spring, 1988), 137-183., William H. Schubert, Ann Lynn Schubert, Leslie Herzog, George Posner, and Craig Kridel
Annotation: Shows doctoral advisors and students for an array of curriculum scholars and researchers.
Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Curriculum Professors, Programs of Study in Curriculum and Instruction
Annotation: Presents an approach to a multicultural curriculum design.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Multicultural Education
Annotation: Places the experience of the child central in deciding the material of instruction.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Content Selection and Organization
Giroux, Henry A., and Roger Simon, "Curriculum Study and Cultural Politics," pp. 129-142 in Henry A. Giroux, ed., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Granby, MA: Bergin and Garvey, 1988., Henry A. Giroux and Roger Simon
Annotation: Argues for a new approach to curriculum study based on critical and political perspectives.
Broad Topical Focus: Inquiry Language in Curriculum Research, Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Programs of Study in Curriculum and Instruction
Annotation: Describes what teachers would be like if they acted as intellectuals
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics
Annotation: Reviews Habermas' view of critical theory with some reference to its use in curriculum inquiry.
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
Butt, Richard L., and Danielle Raymond, "Biographical and Contextual Influences on an 'Ordinary' Teacher's Thought and Actions," in J. Louryk, C. Clarke, and R. Halkes eds., Teacher Thinking and Professional Action . Luse, Holland: Swets and Zeitlinger, 1988., Richard L. Butt and Danielle Raymond
Annotation: Reports influence of teachers' biography and context on their thoughy and practice.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Teacher Planning
Annotation: Traces the contributions of Gramsci to critical pedagogy.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics
Annotation: Documents a change in a Massachusetts high school form 1849-1886.
Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Case Study
Narrow Topic: Secondary School Curriculum, Curriculum History
Howe, Kenneth R., "Against the Quantitative-Qualitative Incompatibility Thesis or Dogmas Die Hard," Educational Researcher, 17(November, 1988), 10-16.*, Kenneth R. Howe
Annotation: Shows the close relation between two paradigms of inquiry with respect to data, design and analysis, interpretation of results, and epistemological issues.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Value Assumptions and Ideologies in Curriculum
Murphy, Joseph, "Equity as Student Opportunity to Learn," Theory Into Practice, 27(Spring, 1988), 145-151.*, Joseph Murphy
Annotation: Reviews studies of equity in curriculum enactment.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Differentiation
Citations from 1987
Strauss, Anselm L., Qualitative Analysis for Social Scientists . New York: Cambridge University Press, 1987., Anselm L. Strauss
Annotation: Describes how to develop theory through several forms of analysis of qualitative data.
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: Provides a thorough-going primer on critical social science including its politics.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics
Butt, Richard L., and Danielle Raymond, "Arguments for Using Qualitative Approaches in Understanding Teacher Thinking: The Case for Biography," The Journal of Curriculum Theorizing, 7(No. 1, 1987), 62-93.*, Richard L. Butt and Danielle Raymond
Annotation: Argues for use of biography in studying teaching and curriculum; includes two vignettes.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Teacher Knowledge
Yinger, Robert J., "Learning the Language of Practice," Curriculum Inquiry, 17(Fall, 1987), 293-318.*, Robert J. Yinger
Annotation: Describes a study of teachers' learning to teach, analyzes various dimensions of the process in light of related research, and calls for development of a pattern language with which to think and talk about teaching practice.
Broad Topical Focus: Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge, Teacher Education
Annotation: Presents a model for examining teachers' views of student differences in classrooms and the way they attend to these differences.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Teaching/Learning Process
Annotation: Specifies steps in policy making and curriculum development in teacher education; sets forth design criteria; and discusses role of unifying themes.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education, Content Selection and Organization
Richards, Monica, " A Teacher's Action Research Study: The 'Bums' of 8H," Peabody Journal of Education, 64(Winter, 1987), 65-79., Monica Richards
Annotation: Gives a report of low achievers and teachers' motivation strategies.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Case Study
Narrow Topic: Knowledge Generation, Teaching/Learning Process
Annotation: Proposes a multidisciplinary approach to the study of educational practice.
Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions, Curriculum Research Domains and Structure
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes
Annotation: Reports a multiple regression study related to math curriculum in Australia which examined the relation between an objectives model and an interaction model and curriculum planning methods.
Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Mathematics, Comparative Curriculum, Value Assumptions and Ideologies in Curriculum
Annotation: Conceptualizes a process of critical evaluative inquiry that is suitable for school renewal projects.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Silberstein, Moshe, and Miriam Ben-Peretz, "The Concept of Teacher Autonomy in Curriculum Materials: An Operative Interpretation," Journal of Curriculum and Supervision, 3(Fall, 1987), 29-44., Moshe Silberstein and Miriam Ben-Peretz
Annotation: Analyzes six subject area curricula in Israel for trends in teacher implementation and autonomy.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Materials Development and Evaluation, Freedom/Authority and Curriculum, Comparative Curriculum, Curriculum Implementation
Foshay, Arthur W., "Hollis Leland Caswell: An Appreciation," Teaching Education, 1(February, 1987), 76-79., Arthur W. Foshay
Annotation: Gives a tribute to Caswell by a former student and colleague.
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
Annotation: Discusses computer as technology (after Heidegger), computer as technical reproduction, and computer as a hermenuetic problem.
Broad Topical Focus: Curriculum Development, Organization, Design,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry,Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Media and Computers in Curriculum Development
Annotation: Distinguishes between the humanistic and technical orientations on curriculum and urges a dialogue between the two.
Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Development, Organization, Design,Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum
Assor, Ari, and David Gordon, "The Implicit Learning Theory of Hidden-Curriculum Research," Journal of Curriculum Studies, 19(July-August, 1987), 329-339., Ari Assor and David Gordon
Annotation: Explains the effects of learning theory on our view of the hidden curriculum.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum, Hidden Curriculum
Annotation: Examines several problems associated with the process of doing 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
Whitford, Betty Lou, Phillip C. Schlechty, and Linda G. Shelor, "Sustaining Action Research through Collaboration: Inquires for Invention," Peabody Journal of Education, 64(Spring, 1987), 151-169., Betty Lou Whitford, Phillip C. Schlechty, and Linda G. Shelor
Annotation: Discusses the need for cultural change in schools through collaborative action research.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Kemmis, Stephen, and Giovanna Di Chiro, "Emerging and Evolving Issues of Action Research Praxis: An Australian Perspective," Peabody Journal of Education, 64(Spring, 1987), 101-130., Stephen Kemmis and Giovanna Di Chiro
Annotation: Discusses issues in action research in Australia where leading critical inquiry has evolved.
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, Comparative Curriculum
Donmoyer, Robert, "Why Case Studies? Reflections on Hord and Hall's Three Images," Curriculum Inquiry, 17(Spring, 1987), 91-102., Robert Donmoyer
Annotation: Responds to an article in this issue and argues for using case studies to document unanticipated consequences and to add depth and dimension to theoretical constructs.
Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Schmidt, William H., Andrew C. Porter, Robert E. Floden, Donald J. Freeman, and John R. Schwille, "Four Patterns of Teacher Content Decision-Making," Journal of Curriculum Studies, 19(September-October, 1987), 439-455., William H. Schmidt, Andrew C. Porter, Robert E. Floden, Donald J. Freeman, and John R. Schwille
Annotation: Reports a study of teachers' content decision-making across nine factors.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Implementation
Farrell, Joseph P., "Cultural Differences and Curriculum Inquiry," Curriculum Inquiry, 17 (Spring, 1987), 1-8., Joseph P. Farrell
Annotation: Explores issues in studying cultural differences as an introduction to the articles in this issue of the journal.
Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Multiethnic Adaptation
Giaconia, R. M., and L. V. Hedges, "Synthesizing Research Evidence," pp. 124-142 in Michael J. Dunkel, ed., International Encyclopedia of Teaching and Teacher Education. New York: Pergamon, 1987., R. M. Giaconia and L. V. Hedges
Annotation: Provides a review of the process of synthesizing research evidence.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation
McLeod, John, "Curriculum as Anthropology," Curriculum Perspectives, 7(May, 1987), 17-21., John McLeod
Annotation: Discusses using metaphors as a way of conceptualizing curriculum; shows how curriculum action and curriculum description (as in anthropological research) can provide useful images.
Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses
Carson, Terrance R., "Teaching as Curriculum Scholarship: Honoring Professor Ted Tetsuo Aoki," The Journal of Curriculum Theorizing, 7(Fall, 1987), 7-10., Terrance R. Carson
Annotation: Describes at his retirement Aoki's approach to teaching as seen by his students and others in essays that follow.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Theorists, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Programs of Study in Curriculum and Instruction
Annotation: Provides a New Jersey case study on the topic.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Case Study
Narrow Topic: Student Assessment
Giroux, Henry A., "Citizenship, Public Philosophy, and the Struggle for Democracy," Educational Theory, 37(Spring, 1987), 103-120., Henry A. Giroux
Annotation: Discusses reclaiming the legacy of a crtical theory of citizenship for democracy.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Citizenship Education, Democratic Education, Curriculum and Politics
Annotation: Traces history of basal readers of the 1930s, 1940s, and 1950s.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Reading, Textbooks, Ideology and School Knowledge
Hultgren, Francine H., "The Student Teacher as Person: Reflections on Pedagogy and Being," Phenomenology+Pedagogy, 5(No. 1, 1987), 35-50., Francine H. Hultgren
Annotation: Reports a phenomenological study of what it means to be a student teacher.
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: Conceptions of Teaching, Teacher Education
Gitlin, Andrew, and Stanley Goldstein, "A Dialogical Approach to Understanding: Horizontal Evaluation," Educational Theory, 37(Winter, 1987), 17-27.*, Andrew Gitlin and Stanley Goldstein
Annotation: Describes a method for understanding teachers' discourse that interprets current practice in terms of past events.
Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Discourse Analysis, Teacher Evaluation, Knowledge Generation
Ham, Maryellen C., "Enhancing Supervisory Effectiveness through Collaborative Action Research," Peabody Journal of Education, 64(Spring, 1987), 44-56., Maryellen C. Ham
Annotation: Explains collaborative research methods used in three studies of supervisory effectiveness, with implications.
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, Supervision of Instruction
Hannay, Lynne M., "Action Research: A Natural for the Curriculum Process," Peabody Journal of Education, 64(Spring, 1987), 24-43., Lynne M. Hannay
Annotation: Describes three action research studies on the curriculum process.
Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Holzner, Burkart, William N. Dunn, and Muhammad Shahidullah, "An Accounting Scheme for Designing Science Impact Indicators," Knowledge: Creation, Diffusion, Utilization, 9(December, 1987), 173-204., Burkart Holzner, William N. Dunn, and Muhammad Shahidullah
Annotation: Presents a process for designing science impact indicators.
Broad Topical Focus: Curriculum Evaluation
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Science
Sixsmith, Judith, and Andrew J. Sixsmith, "Empirical Phenomenology: Principles and Method," Quality and Quantity, 21(1987), 313-333.*, Judith Sixsmith and Andrew J. Sixsmith
Annotation: Gives the principles of phenomenological method and describes the use of Multiple Sorting Task (MST) approach and Multidimensional Scalogram Analysis (MSA) in analyzing phenomenological data.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Murphy, Joseph, Thomas R. Hull, and Allan Walker, "Academic Drift and Curriculum Debris: Analysis of High School Course-taking Patterns and Its Implications for Local Policy Makers," Journal of Curriculum Studies, 19(July-August, 1987), 341-360., Joseph Murphy, Thomas R. Hull, and Allan Walker
Annotation: Reports a study of academic vs non-academic course-taking patterns by subject areas.
Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Enrollment Changes-Implications, Secondary School Curriculum
Huberman, Michael, "Steps Toward an Integrated Model of Research Utilization," Knowledge: Creation, Diffusion, Utilization, 8(June, 1987), 586-611., Michael Huberman
Annotation: Sets forth a proposed model of the utilization of research knowledge.
Broad Topical Focus: Curriculum Conceptions and Theories, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Oberg, Antoinette, and Gail McCutcheon, "Teachers' Experience Doing Action Research," Peabody Journal of Education, (Winter, 1987), 116-127.*, Antoinette Oberg and Gail McCutcheon
Annotation: Reports on ways teachers said they did action research projects and the problems and payoffs encountered; presents implications for teaching 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
Annotation: Discusses the rhetorics (rather than the logics) of inquiry in postmodern epistemology: poetics, tropics, topics, dialectics, hermeneutics, ethics, and politics.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Clandinin, D. Jean, and F. Michael Connelly, "Inquiry into Schooling: Diverse Perspectives," Journal of Curriculum and Supervision, 2(Summer, 1987), 295-313., D. Jean Clandinin and F. Michael Connelly
Annotation: Describes six inquiry perspectives (analytic, portrait, intentional, structural, societal, narrative).
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Reviews the state of research and development in Australia in a number of domains.
Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Comparative Curriculum
Pinar, William F., "Comments on McDiarmid's 'Conceptual-Empirical Theory of Curriculum," Interchange, 18(Fall, 1987), 73-76.*, William F. Pinar
Annotation: Provides criticisms and suggested modifications of McDiarmid's article in the same issue of Interchange.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History
McDiarmid, Garnet, "The Development of a Conceptual Empirical Theory of Curriculum," Interchange, 18(Fall, 1987), 38-62.*, Garnet McDiarmid
Annotation: Proposes constituent elements of curriculum phenomena and their relationships and describes the development of socio-political hypothesis that could be tested.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics
Annotation: Explores the relation between curriculum studies and management studies.
Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Research Synthesis
Narrow Topic: Comparative Curriculum
Cherryholmes, Cleo H., "A Social Project for Curriculum: Post-Structural Perspectives," Journal of Curriculum Studies, 19(July-August, 1987), 295-316.*, Cleo H. Cherryholmes
Annotation: Critiques a structural view of curriculum from the perspective of a post-structural view and suggests activities that follow from the latter.
Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization
Annotation: Makes a case for teachers to be curriculum decision makers.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-making Processes, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Authority of Teacher
Annotation: Addresses the discontinuity between curriculum theory and curriculum practice.
Broad Topical Focus: Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice, Curriculum as a Field of Practice and Study, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum
Annotation: Reports a case study of one teacher's thinking about her classroom practices; employs Kelly's construct theory.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Case Study
Narrow Topic: Teacher Knowledge, In-service Teacher Development
Annotation: Traces the history of the ideas of curriculum and of curriculum design; discusses the natural order of knowledge and/or of development of the child as possible alternatives to which curriculum design should conform.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Content Selection and Organization, Comparative Curriculum
Miedema, Siebren, "The Theory-Practice Relation in Critical Pedagogy," Phenomenology + Pedagogy, 5(No. 3, 1987), 221-229.*, Siebren Miedema
Annotation: Discusses action research as a method of cooperation between critical theoreticians and practitioners; gives an example in a German elementary school.
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, Comparative Curriculum
Annotation: Critiques curriculum from perspective of preferred institutional knowledge and social and cultural interests.
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: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge
Firestone, William A., "Meaning in Method: The Rhetoric of Quantitative and Qualitative Research," Educational Researcher, 16(October, 1987), 16-21.*, William A. Firestone
Annotation: Compares two studies of the effect of leadership on organizational outcomes on selected variables of the research methods used.
Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Foshay, Arthur W., "The Curriculum Matrix," The Educational Forum, 51(Summer, 1987), 341-353.*, Arthur W. Foshay
Annotation: Posits a curriculum matrix composed of three parts-- substance, purpose, and practice--each with several subparts.
Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Theory Creation and Uses
McDiarmid, Garnet, "Poles Apart: A Rejoinder to Pinar and to Holmes," Interchange, 18(Fall, 1987), 77-81.*, Garnet McDiarmid
Annotation: Responds to criticism of his earlier article.
Broad Topical Focus: Curriculum Contexts and Societal Influences, 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 and Politics, Curriculum History
Sullivan, Edmund V., Sergio Martinic, and Horatio Walker, "Critical Interpretation: A Comparison of Two Ethnographies," Phenomenology +Pedagogy, 5(No. 3, 1987), 242-267.*, Edmund V. Sullivan, Sergio Martinic, and Horatio Walker
Annotation: Compares two ethnographies on various methodological and interpretive dimensions.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Oja, Sharon Nodie, and Gerald J. Pine, "Collaborative Action Research: Teacher's Stages of Development and School Contexts," Peabody Journal of Education, 64(Winter, 1987), 96-115., Sharon Nodie Oja and Gerald J. Pine
Annotation: Describes the work of a project (Action Research on Change in Schools), the third of a series ofn NIE sponsored research on collaborative 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
Weade, Regina, "Curriculum 'n' Instruction: The Construction of Meaning," Theory Into Practice, 26(Winter, 1987), 15-25., Regina Weade
Annotation: Raises the desirability of linking curriculum and instruction as a way of reflecting on what occurs in classrooms, with illustrations.
Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Value Assumptions and Ideologies in Curriculum
Kyle, Diane Wells, and Ric A. Hovda, "Action Research: Comments on Current Trends and Future Possibilities," Peabody Journal of Education, 64(Spring, 1987), 170-175., Diane Wells Kyle and Ric A. Hovda
Annotation: Comments on issues raised by authors in this special theme issue of Peabody Journal of 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
Awbrey, Maureen Jessen, "A Teacher's Action Research Study of Writing in the Kindergarten: Accepting the Natural Expression of Children," Peabody Journal of Education, 64(Winter, 1987), 33-64., Maureen Jessen Awbrey
Annotation: Gives an example of action research on the topic.
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, Teaching/Learning Process, Early Childhood Curriculum
Holly, Peter, "Action Research: Cul-de-sac or Turnpike?" Peabody Journal of Education, 64(Spring, 1987), 71-100., Peter Holly
Annotation: Reviews the potential uses of action research as addressed in the literature of this mode of research.
Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Travers, Robert M. W., "Unresolved Issues in Defining Educational Goals," Educational Theory, 37(Winter, 1987), 29-41., Robert M. W. Travers
Annotation: Analyzes several approaches to defining educational goals and objectives.
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives
Barrow, Robin, "Skill Talk," Journal of Philosophy of Education, 21(No. 2, 1987), 187-195.*, Robin Barrow
Annotation: Analyzes the term "skill" and its various uses in curriculum.
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives
Annotation: Discusses life histories of teachers as a mode of contrasting self-knowledge by teachers; pleads the case for employing ethnographic studies of teachers' life histories to understand how teachers construct their pedagogical knowledge.
Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Knowledge, Comparative Curriculum
Popkewitz, Thomas S., ed., The Formation of the School Subjects: The Struggle for Creating an American Institution . Philadelphia: Falmer Press, 1987., Thomas S. Popkewitz
Annotation: Presents 11 chapters showing the ideological dimensions of the content of various subjects in the curriculum.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: School Subjects, Curriculum History, Ideology and School Knowledge
Annotation: Deals with the lack of coherent theoretical rationale for action research; proposes two analytic principles (dialectical and reflexive) in a critical perspective.
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
Spindler, George, and Louise Spindler, eds., Interpretive Ethnography of Education at Home and Abroad . Hillsdale, NJ: Lawrence Erlbaum, 1987., George Spindler and Louise Spindler
Annotation: Provides 19 articles on comparative and cross-cultural studies, the methods involved, with examples.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation
Bartlett, Leo, "Issues in the Construction of an Historical Narrative," Curriculum Perspectives, 7(May, 1987), 1-6., Leo Bartlett
Annotation: Describes the methodology used in an historical interpretation of an Australian school and discusses related issues.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparative Curriculum
Holmes, Mark, "Less Power for Educators: Response to McDiarmid," Interchange, 18(Fall, 1987), 68-73.*, Mark Holmes
Annotation: Responds to McDiarmid's proposals in same issue of Interchange regarding his conceptions of the politics of curriculum.
Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History
Labaree, David F., "Politics, Markets, and the Compromised Curriculum," Harvard Educational Review, 57(November, 1987), 483-494., David F. Labaree
Annotation: Reviews two 1986 books on curriculum history by Kliebard and by Franklin.
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 and Politics, Value Assumptions and Ideologies in Curriculum
Lawhead, Victor, "Harold Alberty, Master Teacher: A Retrospective View," Teaching Education, 1(Autumn, 1987), 68-76., Victor Lawhead
Annotation: Describes Alberty and his career from the point of view of a former student.
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
Barone, Thomas E., "On Equality, Visibility, and the Fine Arts Program in a Black Elementary School," Curriculum Inquiry, 17(Winter, 1987), 421-446., Thomas E. Barone
Annotation: Presents an educational criticism of an elementary arts program.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Art Education, Elementary School Curriculum
Kimpston, Richard D., and Karen B. Rogers, "The Influence of Prior Perspectives, Differences in Participatory Roles, and Degree of Participation on Views about Curriculum Development: A Case Study," Journal of Curriculum and Supervision, 2(Spring, 1987), 203-220., Richard D. Kimpston and Karen B. Rogers
Annotation: Reports a study of teachers' views of curriculum planning processes.
Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Development Strategies, Teacher Planning
Tyler, Ralph W., "Charles Hubbard Judd: As I Came to Know Him," Teaching Education, 1(February, 1987), 19-24., Ralph W. Tyler
Annotation: Gives a personal view of Judd by this student of Judd.
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, Curriculum Professors
Dobson, Russell L., Judith E. Dobson, and J. Randall Koetting, "Looking at, Talking About, and Living with Children," Journal of Curriculum Theorizing, 7(No. 2, 1987), 111-125., Russell L. Dobson, Judith E. Dobson, and J. Randall Koetting
Annotation: Explores the uses of aesthetic and ethical language in studies of children.
Broad Topical Focus: Inquiry Language in Curriculum Research,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Aesthetic Inquiry and Curriculum Criticism,Moral Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Elementary School Curriculum
Annotation: Introduces the history of the creation of school subjects and the social and ideological pressures on this process.
Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: School Subjects, Psychology and Curriculum, Value Assumptions and Ideologies in Curriculum
Shulman, Lee S., "Knowledge and Teaching: Foundations of the New Reform," Harvard Educational Review, 57( February , 1987), 1-22., Lee S. Shulman
Annotation: Sets forth seven categories of the knowledge base for teaching: content knowledge, general pedagogical knowledge, knowledge of curriculum and curriculum materials, pedoagogical content knowledge, knowledge of learners, knowledge of contexts, and knowledge of ends/purposes/values.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Teacher Education, Curriculum Implementation, Professionalization in Curriculum, Practical Knowledge, Knowledge Utilization, Teacher Knowledge
Schubert, William H., "Educationally Recovering Dewey in Curriculum," Current Issues in Education, 7(Fall, 1987), 1-32.*, William H. Schubert
Annotation: Reviews Dewey's contributions to curriculum theory, development, design, implementation, evaluation, change, and inquiry.
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, Classics of Curriculum Literature, Curriculum Theory Creation and Uses
Richardson-Koehler, Virginia, "What Happens to Research on the Way to Practice?" Theory Into Practice, 26(Winter, 1987), 38-43., Virginia Richardson-Koehler
Annotation: Discusses the dilemmas resulting from attempts to use research in practice.
Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization
Macdonald, James B., and David E. Purpel, "Curriculum and Planning: Visions and Metaphors," Journal of Curriculum and Supervision, 2(Winter, 1987), 178-192. Reprinted pp. 305-321 in James R. Gress, ed., Curriculum : An Introduction to the Field. Berkeley, CA: McCutchan, 1988.*, James B. Macdonald and David E. Purpel
Annotation: Proposes a platform and a model for curriculum planning.
Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Conceptions and Theories,Curriculum Proposals in Coherent Form,Curriculum Decision-making Processes,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Value Assumptions and Ideologies in Curriculum
Annotation: Discusses power (centralized bureaucratic, demarchy, pragmatic democratic) in relation to curriculum development and shows why he favors the second form of decision making in curriculum.
Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Democratic Education, Value Assumptions and Ideologies in Curriculum
Brady, Laurie, "How the Saber-Tooth Curriculum Was Actually Developed," Clearing House, 61(October, 1987), 63-65.*, Laurie Brady
Annotation: A parody of Harold Benjamin's fable.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum
Landsbergen, David, and Barry Bozeman, "Credibility Logic and Policy Analysis," Knowledge: Creation, Diffusion, Utilization, 8(June, 1987), 625-648., David Landsbergen and Barry Bozeman
Annotation: Discusses issues of credibility and methodology in policy analysis research.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Knowledge Generation