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Citations from 1982

LeCompte, Margaret D., and Judith Preissle Goetz, "Problems of Reliability and Validity in Ethnographic Research," Review of Educational Research, 52(Spring, 1982), 31-60.*, Margaret D. LeCompte and Judith Preissle Goetz

Annotation: Reviews threats to and strategies to enhance credibility in ethnographic research.

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

Guba, Egon G., and Yvonna S. Lincoln, "Epistemological and Methodological Bases of Naturalistic Inquiry," Educational Communication and Technology Journal, 30 (Winter, 1982), 233-252.*, Egon G. Guba and Yvonna S. Lincoln

Annotation: Sets forth the differences between rationalistic and naturalistic paradigms of inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes, Value Assumptions and Ideologies in Curriculum, Qualitative Research

Posner, George, "A Cognitive Science Conception of Curriculum and Instruction," Journal of Curriculum Studies, 14(October-December, 1982), 343-351.*, George Posner

Annotation: Poses the concept of curricular task as a basis for suggesting inquiry questions.

Broad Topical Focus: Curriculum Conceptions and Theories, 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: Curriculum Theory Creation and Uses, Teaching/Learning Process

Boyd, William L., "Local Influences on Education," pp. 1119-1129 in Harold E. Mitzel, ed., Encyclopedia of Educational Research, Fifth Edition. New York: Macmillan, 1982.*, William L. Boyd

Annotation: Describes the political forces at work in local educational decision making.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Local Control of Schooling

Bernsen, Jens, Design: The Problem Comes First. Copenhagen: Danish Design Council,1982., Jens Bernsen

Annotation: Provides 26 short cases of product designing.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

Van Manen, Max, "Phenomenological Pedagogy," Curriculum Inquiry, 12(Fall, 1982), 282-299.*, Manen Max Van

Annotation: Explicates a form of pedagogic competence that accounts for understanding the experiences of children and explains how phenomenological methods of research can elicit this understanding.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Conceptions of Teaching

Posner, George J., Kenneth A Strike, Peter W. Hewson, and William A. Gertzog, "Accommodation of a Scientific Conception: Toward a Theroy of Conceptual Change," Science Education, 66( April, 1982), 211-227.*, George J. Posner, Kenneth A. Strike, Peter W. Hewson, and William A. Gertzog

Annotation: Reports evidence of accommodation by students of science of various scientific conceptions.

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: Psychology and Curriculum, Teaching/Learning Process, Science

Schubert, William H., and Ann Lynn Lopez Schubert, "Teaching Curriculum Theory," Journal of Curriculum Theorizing, 4(Summer, 1982), 97-111.*, William H. Schubert and Ann Lynn Schubert

Annotation: Reports a dialogue on two persons' approaches to teaching curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Programs of Study in Curriculum and Instruction

Tanner, Daniel, "Curriculum History," pp. 412-420 in Harold E. Mitzel, ed., Encyclopedia of Educational Research, Fifth edition. New York: Macmillan Free Press, 1982.*, Daniel Tanner

Annotation: Reviews the history of curriculum study, theory, and reform.

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

Handler, Bonnie S., "Coming of Age in Curriculum: Reflections on 'Thinking About the Curriculum'," Journal of Curriculum Studies, 14(April-June, 1982), 183-195.*, Bonnie S. Handler

Annotation: Critiques Reid's book, Thinking about the Curriculum (1978).

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

Gordon, David, "The Concept of the Hidden Curriculum," Journal of Philosophy of Education, 16(No. 2, 1982), 187-198.*, David Gordon

Annotation: Reviews definitions of the hidden curriculum, identifies three related conceptual problems, and pleads for a tighter use of the concept in the radical literature.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Hidden Curriculum

Diorio, Joseph A., "Knowledge, Autonomy, and the Practice of Teaching," Curriculum Inquiry, 12(Fall, 1982), 257-281.*, Joseph A. Diorio

Annotation: Examines the relationship between the practice of teaching and knowledge, accountability, and autonomy.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Authority of Teacher, Freedom/Authority and Curriculum, Teacher Education, Practical Knowledge

Dobbert, Marion Lundy, Ethnographic Research: Theory and Application for Modern Schools and Societies. New York: Praeger, 1982., Marion Lundy Dobbert

Annotation: Provides a comprehensive treatment of ethonographic research methods in education.

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

Rich, Robert F., and Neal M. Goldsmith, "The Management and Utilization of Research and Development," Knowledge: Creation, Diffusion, Utilization, 3(March, 1982), 415-436., Robert F. Rich and Neal M. Goldsmith

Annotation: Discusses the problems and means of managing the research and utilization of R & D efforts.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, 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, Knowledge Linkage, Knowledge Utilization

Kliebard, Herbert M., "Education at the Turn of the Century: A Crucible for Curriculum Change," Educational Researcher, 11(January, 1982), 16-24.*, Herbert M. Kliebard

Annotation: Traces the influence of four groups on curriculum: humanists, child-study movement, social efficiency educators, and the social meliorists.

Broad Topical Focus: Curriculum Change, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

Beyer, Landon E., "Ideology, Social Efficiency and Curriculum Inquiry: An Essay Response to Franklin's 'The Social Efficiency Movement Reconsidered'," Curriculum Inquiry, 12(Fall, 1982), 305-316.*, Landon E. Beyer

Annotation: Takes issue with Franklin's view of the relation between curriculum theory and practice as stated in pp. 9-33, same volume of Curriculum Inquiry.

Broad Topical Focus: Curriculum Change, Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum, Knowledge Generation

Schubert, William H., "Curriculum Research Controversy: A Special Case of a General Problem," Review Journal of Philosophy & Social Science, 7(Nos. 1 & 2, 1982), 216-235. Reprinted in Journal of Curriculum and Supervision, 1(Winter, 1986), 132-147.*, William H. Schubert

Annotation: Contrasts theoretic research with naturalistic research and describes procedures for practical inquiry.

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

Kemmis, Stephen, and Robin McTaggart, The Action Research Planner. Geelong, Victoria, Australia: Deakin University Press, 1982., Stephen Kemmis and Robin McTaggart

Annotation: Describes briefly how to do action research with step-by-step guidelines.

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

Shils, Edward, "Knowledge and the Sociology of Knowledge," Knowledge: Creation, Diffusion, Utilization, 4(September, 1982), 7-32., Edward Shils

Annotation: Discusses the influence of scholars and their values upon the creation of knowledge.

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

Shapiro, H. Svi, "Shaping the Educational Imagination: Class, Culture, and the Contradiction of the Dominant Ideology," The Journal of Curriculum Theorizing, 4(Summer, 1982), 153-165., H. Svi Shapiro

Annotation: Discusses education in the U. S. as the result of complex interactions among ideological perspectives; gives instances.

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: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

Huebner, Dwayne E. (with William B. Kennedy), "From Theory to Practice: Curriculum," Religious Education, 77(July-August, 1982), 363-374., Dwayne E. Huebner

Annotation: Records an interview with Huebner about his views on various theory-to-practice issues in curriculum; followed by 60 pages of comments by 14 religious educators.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

Anderson, Digby C., "Research as a Basis for Curriculum Policy-Making: A Cautionary Note," Journal of Curriculum Studies, 14(January-March, 1982), 69-78., Digby C. Anderson

Annotation: Points out that rhetoric plus research are often the basis for research-based policy pronouncements; discusses eight virtues of a good research-text.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

Wood, George H., "Beyond Radical Educational Cynicism," Educational Theory, 32(Spring, 1982), 55-71., George H. Wood

Annotation: Explores neo-Marxist thinkers and suggests a more complete line of inquiry.

Broad Topical Focus: Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

Wexler, Philip, "Structure, Text, and Subject: A Critical Sociology of School Knowledge," pp. 275-303 in Michael W. Apple, ed., Cultural and Economic Reproduction in Education . Boston: Routledge & Kegan Paul, 1982., Philip Wexler

Annotation: Discusses how critical sociology questions assumptions in all three areas of school knowledge.

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: Content Selection and Organization, Ideology and School Knowledge

Wexler, Philip, "Body and Soul: Sources of Social Change and Strategies of Education," The Journal of Curriculum Theorizing, 4(Summer, 1982), 166-180. Reprinted pp. 201-222 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Philip Wexler

Annotation: Discusses critical theory and its application in educational studies.

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, Citizenship Education, Ideology and School Knowledge

Stehr, Nico, and Volker Meja, "The Classical Sociology of Knowledge Revisited," Knowledge: Creation, Diffusion, Utilization, 4(September, 1982), 33-50., Nico Stehr and Volker Meja

Annotation: Reviews the elements of classical sociology of knowledge that bear revisiting following the advent of the new sociology of knowledge.

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

Wexler, Philip, "Ideology and Education: From Critique to Class Action," Interchange, 13 (No. 3, 1982), 53-68., Philip Wexler

Annotation: Explores ideological critique in educational studies of society.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Citizenship Education

Giroux, Henry A., "Power and Resistance in the New Sociology of Education: Beyond Theories of Social and Cultural Reproduction," Curriculum Perspectives, 2 (October, 1982), 1-12., Henry A. Giroux

Annotation: Discusses the sources of the new critical sociology and points to their weaknesses.

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

Anyon, Jean, "Adequate Social Science, Curriculum Investigations, and Theory," Theory into Practice, 21(Winter, 1982), 34-37., Jean Anyon

Annotation: Argues that social science should be empirically grounded, theoretically explanatory, and socially critical; sets criteria for adequate curriculum theory.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

Bernstein, Basil, and Ulf P. Lundgren, Power Control and Pedagogy . Lund, Sweden: University of Lund, 1982., Basil Bernstein and Ulf P. Lundgren

Annotation: Describes a variety of issues relating pedagogy, power, and control.

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: Ideology and School Knowledge, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

Bowers, C. A., "The Reproduction of Technological Consciousness: Locating the Ideological Foundations of a Radical Pedagogy," Teachers College Record, 83 (Summer, 1982), 529-557., C. A. Bowers

Annotation: Analyzes the sources and method of the reproducing of technological consciousness in education; reviews the literature on critical theory.

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: Value Assumptions and Ideologies in Curriculum, Conceptions of Teaching, Knowledge Generation

Huberman, A. Michael, and Colin Marsh, "Toward an Ecology of Knowledge Use in the Classroom," Curriculum Perspectives, 2(May, 1982), 35-47., A. Michael Huberman and Colin Marsh

Annotation: Presents a taxonomy of knowledge uses and a model of knowledge use contingencies and characteristics with implications for knowledge use; gives validation procedures.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization

Carlson, Dennis, "'Updating' Individualism and the Work Ethic: Corporate Logic in the Classroom," Curriculum Inquiry, 12(Summer, 1982), 125-160., Dennis Carlson

Annotation: Discusses work in advanced capitalist countries, worker compliance and resistance, the Individualized Instructional Planning model as a form of human control, and related student compliance and resistance.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Hidden Curriculum, Social Efficiency/Control

Arnot, M., and Geoff Whitty, "School Texts, the Hidden Curriculum and the Curriculum-in-use: A British Review of Recent American Contributions to the Sociology of the Curriculum," Discourse, 3(No. 1, 1982), 1-21., M. Arnot and Geoff Whitty

Annotation: Comments on scholarship in the U. S. on these topics.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Textbooks, Hidden Curriculum, Comparative Curriculum, Ideology and School Knowledge

Apple, Michael W., Education and Power . Boston: Routledge and Kegan Paul, 1982., Michael W. Apple

Annotation: Contains six essays devoted to analysis of power, reproduction, resistance, and commodification in curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum and Politics

Apple, Michael W., ed., Cultural and Economic Reproduction in Education: Essays on Class, Ideology, and the State . Boston: Routledge & Kegan Paul, 1982., Michael W. Apple

Annotation: Presents ten essays by leading critical theorists on various aspects of cultural and economic reproduction in education.

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: Ideology and School Knowledge

Howard, Roy J., Three Faces of Hermeneutics: An Introduction to Current Theories of Understanding . Berkeley, CA: University of California Press, 1982., Roy J. Howard

Annotation: Introduces analytic, psychosocial, and ontological hermeneutics.

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

Vallance, Elizabeth, "Focus on Students in Curriculum Knowledge: A Critique of Curriculum Criticism," pp. 37-43 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers . University Park, PA: College of Education, Penn State University, 1982., Elizabeth Vallance

Annotation: Calls for curriculum criticism to be done by students themselves since they have the experience of the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

Simon, Michael A., Understanding Human Action: Social Explanation and the Vision of Social Science . Albany, NY: State University of New York Press, 1982., Michael A. Simon

Annotation: Makes the case for sociological inquiry, not as a science but as a set of humanistic disciplines that are normative in character.

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

Schubert, William H., and Ann Lynn Schubert, "Curriculum as Cultural Experience in Student Lives," pp. 49-57 in William H. Schubert and Ann L. Schubert, eds. Conceptions of Curriculum Knowledge: Focus on Students and Teachers. University Park, PA: College of Education, Penn State University, 1982., William H. Schubert and Ann Lynn Schubert

Annotation: Makes the case for studying non-school forms of education that exhibit interactions among Schwab's commonplaces; also makes the case for student deliberation in curriculum decisions.

Broad Topical Focus: Defining Curriculum Research Questions, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum Deliberation

Dunn, William N., "Reforms as Arguments," Knowledge: Creation, Diffusion, Utilization, 3(March, 1982), 293-326., William N. Dunn

Annotation: Makes the case for considering reforms as arguments for a new state of affairs.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Knowledge Generation, Knowledge Utilization

Popkewitz, Thomas S., "Educational Reform as the Organization of Ritual: Stability as Change," Journal of Education (Boston University), 164(Winter, 1982), 5-29., Thomas S. Popkewitz

Annotation: Discusses attempts at educational reform from a critical perspective.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

Miller, Janet L., "The Sound of Silence Breaking: Feminist Pedagogy and Curriculum Theory," The Journal of Curriculum Theorizing, 4(Winter, 1982), 5-11. Reprinted pp. 61-68 in Janet L. Miller, The Sound of Silence Breaking: Women, Autobiography, Curriculum. New York: Peter Lang, 2005., Janet L. Miller

Annotation: Introduces the possibilities of feminist pedagogy and curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses

McCutcheon, Gail, "What in the World is Curriculum Theory?" Theory into Practice, 21(Winter, 1982), 18-22., Gail McCutcheon

Annotation: Defines curriculum theory and its benefits, uses, and functions; discusses how to create it and how to facilitate its creation.

Broad Topical Focus: Curriculum Conceptions and Theories, 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

Haggerson, Nelson L., Jr., "Curriculum Theory and Time, Space, and Knowledge," Journal of Time Space and Knowledge, 1(No. 1, 1982), 31-46. Reprinted pp. 193-208 in Nelson L. Haggerson, Jr., Expanding Curriculum Research and Understanding: A Mytho-Poetic Perspective. New York: Peter Lang, 2000., Nelson L. Haggerson Jr.

Annotation: Employs the metaphors of "contract" ( open and closed) and of "stream" to analyze curriculum inquiry; classifies modes of inquiry into rational (theoretical/verification), mythological (practical/discovery), and evolutionary (transformational/self-organizing).

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes

Kliebard, Herbert M., "Curriculum Theory as Metaphor," Theory into Practice, 21(Winter, 1982), 11-17. Reprinted pp. 202-216 in Herbert M. Kliebard, Forging the American Curriculum: Essays in Curriculum History and Theory. New York: Routledge, 1992., Herbert M. Kliebard

Annotation: Describes the relation between metaphor an theory in curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
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

Cherryholmes, Cleo H., "What is Curriculum Theory? A Special Problem in Social Theory," Theory into Practice, 21(Winter, 1982), 28-33., Cleo H. Cherryholmes

Annotation: Discusses the necessity of ethical criteria in doing theorizing about curriculum improvement.

Broad Topical Focus: Curriculum Conceptions and Theories, 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, Ethical Issues in Curriculum

Apple, Michael W., "Common Curriculum and State Control," Discourse, 2(No. 2, 1982), 1-10., Michael W. Apple

Annotation: Explores the role of state control of curriculum in relation to proposals for a common curriculum for all students.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Curriculum Differentiation

Willis, George, "Creating Curriculum Knowledge from Students' Phenomenologies," pp. 45-48 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers . University Park, PA: College of Education, Penn State University, 1982., George Willis

Annotation: Explains this type of inquiry resulting in descriptions of students' life-worlds, interpretations of their meaning, and suggestions for practical action.

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

May, Nick, "The Teacher-as-Researcher Movement in Britain," pp. 23-30 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers. University Park, PA: College of Education, Penn State University, 1982., Nick May

Annotation: Describes experiences of teachers who have become teacher-researchers.

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

Gergen, Kenneth J., Toward Transformation in Social Knowledge . New York: Springer-Verlag, 1982., Kenneth J. Gergen

Annotation: Presents a view of transforming studies in social psychology to take into account personal meaning.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Psychology and Curriculum

Carlson, Dennis, "An Ontological Grounding for Curriculum: Learning to be In-the-World," The Journal of Curriculum Theorizing, 4(Summer, 1982), 207-215., Dennis Carlson

Annotation: Argues for the study of "being-in-the-world" of individual students in the curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines, Defining Curriculum Research Questions, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Vallance, Elizabeth, "The Practical Uses of Curriculum Theory," Theory Into Practice, 21(Winter, 1982), 4-10., Elizabeth Vallance

Annotation: Discusses the practical uses of curriculum theory with stress on analysis of real situations.

Broad Topical Focus: Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice
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, Teacher Knowledge

Taubman, Peter M., "Gender and Curriculum: Discourse and the Politics of Sexuality," The Journal of Curriculum Theorizing, 4(Winter, 1982), 12-87., Peter M. Taubman

Annotation: Theorizes about gender and the curriculum, the sexual revolution, Foucault's analysis, the organization of sexuality, and what a de-gendered society would be like.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

Barone, Thomas E., "The Meadowhurst Experience: Phases in the Process of Educational Criticism," The Journal of Curriculum Theorizing, 4(Winter, 1982), 156-170., Thomas E. Barone

Annotation: Illustrates the processes in educational criticism from a visit to Meadowhurst School.

Broad Topical Focus: Curriculum Inquiry Guidelines, 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: Knowledge Generation, Classroom Observation & Research

Barone, Thomas E., "Insinuated Theory from Curricula-in-Use," Theory into Practice, 21(Winter, 1982), 38-43. Reprinted pp. 51-60 in Tom Barone, Aesthetics, Politics, and Educational Inquiry: Essays and Examples. New York: Peter Lang, 2000., Thomas E. Barone

Annotation: Envisions a kind of curriculum theory that portrays what really happens in a setting and provides critiques to the practitioners.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum Theory Creation and Uses

Taylor, Philip H., "Curriculum Research: Retrospect and Prospect --A Personal Appreciation," Journal of Curriculum Studies, 14(January-March, 1982), 53-59., Philip H. Taylor

Annotation: Summarizes past curriculum research in Great Britain and discusses its future prospects.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Comparative Curriculum

Codd, John A., "Toward a Critical Appreciation of School Culture and Curriculum," Curriculum Perspectives, 2(October, 1982), 15-21., John A. Codd

Annotation: Explores the aesthetic dimensions of educational experience, curriculum and school culture, and personal knowledge and practical judgment.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Aesthetic Inquiry and Curriculum Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Curriculum and Politics, Practical Knowledge

Feller, Irwin, "Innovation Processes: A Comparision in Public Schools and Other Public Sector Organizations," Knowledge: Creation, Diffusion, Utilization, 4(December, 1982), 272-291., Irwin Feller

Annotation: Reviews the research on the topic.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Utilization

Olson, John, "Classroom Knowledge and Curriculum Change: An Introduction," pp. 3-33 in John Olson, ed., Innovation in the Science Curriculum. New York: Nichols Publishing Co., 1982.*, John Olson

Annotation: Explains mechanistic and humanistic views of teaching and research on curriculum change.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Action Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teacher Planning, Science, Practical Knowledge, Value Assumptions and Ideologies in Curriculum

Janesick, Valerie J., "Developing Grounded Theory: Reflections on a Case Study of an Architectural Design Curriculum," pp. 15-22 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers. University Park, PA: College of Education, Penn State University, 1982., Valerie J. Janesick

Annotation: Reports a study of a professor's view of his curriculum that contains both propositional and tacit knowledge; accompanied by an analysis of issues in ethnographic research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Knowledge Generation

Hunter, John E., Frank L. Schmidt, and Gregg B. Jackson, Meta-Analysis: Cumulating Research Findings Across Studies . Beverly Hills, CA: Sage, 1982., John E. Hunter, Frank L. Schmidt, and Gregg B. Jackson

Annotation: Summarizes the conducting of meta-analyses.

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

Machlup, Fritz, Knowledge: Its Creation, Distribution and Economic Significance-Vol. II: The Branches of Learning. Princeton, NJ: Princeton University Press, 1982., Fritz Machlup

Annotation: Gives a comprehensive analysis and understanding of the utilization of various branches of knowledge through the structures of higher education.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Knowledge Linkage, Knowledge Utilization

Shaker, Paul, "The Application of Jung's Analytical Psychology to Education," Journal of Curriculum Studies, 14(July-September, 1982), 241-250., Paul Shaker

Annotation: Shows how Jung's ideas can be applied to curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum

Fullan, Michael, The Meaning of Educational Change . New York: Teachers College Press, 1982., Michael Fullan

Annotation: Provides a thorough treatise on educational change in all its aspects; draws together all related research on each of its dimensions.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies

Hargreaves, David H., The Challenge for the Comprehensive School: Culture, Curriculum and Community . Boston: Routledge & Kegan Paul of America, 1982., David H. Hargreaves

Annotation: Provides a broad sociological treatment of curriculum within its culture and community.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Secondary School Curriculum, Comparative Curriculum

Meath-Lang, Bonnie, "The Curriculum and the Search for Meaning: A Discussion of the Applications of Logotherapy to Education," The Journal of Curriculum Theorizing, 4(Winter, 1982), 202-207., Bonnie Meath-Lang

Annotation: Discusses Frankl's concept of logotherapy and its applications to the curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum

Olson, John, ed., Innovation in the Science Curriculum . London and Canberra: Croom Helm, Ltd.; New York: Nichols Publishing Co, 1982., John Olson

Annotation: Consists of five papers on various aspects of curriculum change in science.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teacher Planning, Science, Practical Knowledge

Campbell, John P., Richard L. Daft, and Charles Hulin, What to Study: Generating and Developing Research Questions . Beverly Hills, CA: Sage, 1982., John P. Campbell, Richard L. Daft, and Charles Hulin

Annotation: Surveys questions guiding research in social and psychological research; discusses significance of these questions and the need for better questions.

Broad Topical Focus: Defining Curriculum Research Questions
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Bredo, Eric, and Walter Feinberg, eds., Knowledge and Values in Social and Educational Research . Philadelphia: Temple University Press, 1982., Eric Bredo and Walter Feinberg

Annotation: Presents overviews by the editors of positivistic, interpretive, and critical approaches to research; includes for each approach 6 or 7 chapters by other writers on related topics.

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

Rescher, Nicholas, Empirical Inquiry . Totowa, NJ: Rowman and Littlefield, 1982., Nicholas Rescher

Annotation: Provides a guide to conducting empirical inquiry.

Broad Topical Focus: 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: Knowledge Generation

Fraser, Barry J., "Promising Directions in Curriculum Knowledge: An Environmental Perspective," pp. 31-36 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers . University Park, PA: College of Education, Penn State University, 1982., Barry J. Fraser

Annotation: Reports a study of student feedback used in improving classroom environments.

Broad Topical Focus: Defining Curriculum Research Questions, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Environment

Campbell, Donald T., "Experiments as Arguments," Knowledge: Creation, Diffusion, Utilization, 3(March, 1982), 327-337., Donald T. Campbell

Annotation: Discusses the use of social experiments to develop the case for or against a position.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Ericson, David P. and Frederick S. Ellet, Jr., "Interpretation, Understanding, and Educational Research," Teachers College Record, 83(Summer, 1982), 497-513., David P. Ericson and Frederick S. Ellet Jr.

Annotation: Describes and critiques the empirical science approach to educational research and suggests the usefulness of seeking interpretive understanding.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

Tanner, Laurel N., "Curriculum History as Usable Knowledge," Curriculum Inquiry, 12(Winter, 1982), 405-411.*, Laurel N. Tanner

Annotation: Suggests the appropriate uses of curriculum history.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Literature of Curriculum

Burlingame, Martin, "The U.S. Government and the Public School Curriculum: An Interpretation of the Post-Second World War Decades," Journal of Curriculum Studies, 14(October- December, 1982), 313-329., Martin Burlingame

Annotation: Portrays U.S. school curriculum 1945 to the present in terms of the federal government's efforts to moderize curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Government Role in Educational Research & Development, Curriculum History

Franklin, Barry M., "The Social Efficiency Movement Reconsidered: Curriculum Change in Minneapolis, 1917-1950," Curriculum Inquiry, 12(Spring, 1982), 9-33., Barry M. Franklin

Annotation: Provides an historical look at curriculum change in Minneapolis schools.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum

Franklin, Barry, "Dialogue: Reply to Landon Beyer's 'Ideology, Social Efficiency and Curriculum Inquiry'," Curriculum Inquiry, 12(Winter, 1982), 411-417., Barry Franklin

Annotation: Responds to Beyer's article regarding its historical basis.

Broad Topical Focus: Curriculum Change,Relation of Curriculum Research to Practice,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Historical Inquiry,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum, Knowledge Generation

Van Manen, Max, "Edifying Theory, Serving the Good," Theory into Practice, 21 (Winter, 1982), 44-49., Manen Max Van

Annotation: Sets forth curriculum theory that edifies children through teachers' lives.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Values in the Classroom, Curriculum Theory Creation and Uses, Teaching/Learning Process

Oberg, Antoinette, "Imagining Educational Criticism," Curriculum Inquiry, 12 (Winter, 1982), 385-404., Antoinette Oberg

Annotation: Presents a critique of Eisner's Educational Imagination.

Broad Topical Focus: Curriculum Evaluation,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Program Audit/Evaluation

Daniels, Le Roi B., and Jerrold Coombs, "The Concept of Curriculum," pp. 251-258 in Donald B. Cochrane and Martin Schiralli, eds., Philosophy of Education: Canadian Perspectives . Don Mills, Ontario: Collier Macmillan Canada, 1982.*, Le Roi B. Daniels and Jerrold Coombs

Annotation: Analyzes the concept of curriculum as used in ordinary language as well as in the domain of curriculum theory.

Broad Topical Focus: Curriculum Definitions,Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

Walker, Decker F. "Curriculum Theory is Many Things to Many People," Theory into Practice, 21(Winter, 1982), 62-65.*, Decker F. Walker

Annotation: Distinguishes four types of curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

Elliott, Murray, and Le Roi B. Daniels, "Alberta in Wonderland: Some Comments on a Curriculum Rationale," pp. 279-295 in Donald B. Cochrane and Martin Shirolli, eds., Philosophy of Education: Canadian Perspectives, Don Mills, Ontario: Collier Macmillan, 1982., Murray Elliott and Le Roi B. Daniels

Annotation: Critiques Krathwohl's taxonomy in the affective domain.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Evaluation of Instruction, Psychology and Curriculum

Clements, Millard, "Performance Based Education: A Social Alchemy," The Educational Forum, 46(Spring, 1982), 315-325., Millard Clements

Annotation: Critiques performance-based education's behaviorist assumptions.

Broad Topical Focus: Curriculum Visions and Philosophies,Curriculum Evaluation,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

McCutcheon, Gail, "Educational Criticism: Reflections and Reconsiderations," The Journal of Curriculum Theorizing, 4(Winter, 1982), 171-176., Gail McCutcheon

Annotation: Describes and critiques Eisner's educational criticism approach to research.

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

Mazza, Karen A., "Reconceptual Inquiry as an Alternative Mode of Curriculum Theory and Practice: A Critical Study," Journal of Curriculum Theorizing, 4 (Summer, 1982), 5-89., Karen A. Mazza

Annotation: Critically examines the contributions of reconceptualists to curriculum theory and practice.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Conceptions and Theories,Curriculum Research Domains and Structure,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Aesthetic Inquiry and Curriculum Criticism,Phenomenological Inquiry,Critical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, Knowledge Generation

Taylor, Philip H., "The Metaphor as a Source of Curriculum Knowledge," pp. 9-14 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers. University Park, PA: College of Education, Pennsylvania State University, 1982., Philip H. Taylor

Annotation: Presents a typology of educational metaphors for use in curriculum and traces their use historically from 1905-1968.

Broad Topical Focus: Curriculum Conceptions and Theories,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Content Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum History

Bullough, Robert V., Jr., Stanley L. Goldstein, and Ladd Holt, "Rational Curriculum: Teachers and Alienation," Journal of Curriculum Theorizing, 4(Summer, 1982), 132-143., Robert V. Bullough Jr., Stanley L. Goldstein, and Ladd Holt

Annotation: Reports a study of teachers' views of their work and curriculum systems (very positivistic) and discusses what can be done to change these views.

Broad Topical Focus: Curriculum Decision-making Processes,Curriculum Enactment and Teaching,Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Authority of Teacher, Value Assumptions and Ideologies in Curriculum, Teacher Planning

Pinar, William F., and Madeleine R. Grumet, "Socratic Caesura and the Theory-Practice Relationship," Theory Into Practice, 21(Winter, 1982), 50-54. Reprinted pp. 92-100 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., William F. Pinar and Madeleine R. Grumet

Annotation: Draws on Nicholas Lobkowicz's Theory and Practice (an historical review of the relaion between theory and practice) and argues that questioning curriculum practice is the role of curriculum theory.

Broad Topical Focus: Relation of Curriculum Research to Practice,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay,Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

Olson, John K., "Three Approaches to Curriculum Change: Balancing the Accounts," Journal of Curriculum Theorizing, 4(Summer, 1982), 90-95., John K. Olson

Annotation: Draws on McKeon's approaches to the practical (dialectic, logistic, and problematic) to analyze the curriculum change process.

Broad Topical Focus: Curriculum Change,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge

Macdonald, James B. "How Literal is Curriculum Theory?" Theory into Practice, 21 (Winter, 1982), 55-61., James B. Macdonald

Annotation: Posits and discusses the elements in theorizing curriculum and defines the functions of curriculum theory as metaphor.

Broad Topical Focus: Curriculum Conceptions and Theories,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay,Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

Bredo, Eric, and Walter Feinberg, "Introduction: Competing Modes of Social and Educational Research," pp. 3-11, "The Positivistic Approach to Social and Educational Research," pp. 13-27, "The Interpretive Approach to Social and Educational Research," pp. 115-128, "The Critical Approach to Social and Educational Research," pp. 271-291, in Eric Bredo and Walter Feinberg, eds., Knowledge and Values in Social and Educational Research . Philadelphia: Temple University Press, 1982.*, Eric Bredo and Walter Feinberg

Annotation: Explains three research approaches: positivist, interpretive, and critical.

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

Searles, W. E., "A Substantiation of Macdonald's Models in Science Curriculum Development," The Journal of Curriculum Theorizing, 4(Winter, 1982), 127-155. Reprinted as "A Taxonomic Study of Curriculum Development Models Used in Science Education," European Journal of Science Education, 3(January-March, 1981), 77-91., W. E. Searles

Annotation: Reviews the models of curriculum development set forth by Macdonald and three conceptions of curriculum; reviews the development of science curriculum from 1850 onward in light of these models and conceptions; tests basis for content selection and organization via criteria drawn from ten leading curriculum theorists.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Conceptions and Theories,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Science, Philosophical Schools, Content Selection and Organization, Curriculum History

Citations from 1981

Kliebard, Herbert M., "Dewey and the Herbartians: The Genesis of a Theory of Curriculum," Journal of Curriculum Theorizing, 3(Winter, 1981), 154-161. Reprinted pp. 66-79 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988. Also reprinted pp. 68-81 in William F. Pinar, ed., Contemporary Curriculum Discourses: Twenty Years of JCT. New York: Peter Lang, 1999., Herbert M. Kliebard

Annotation: Presents a review of Dewey's early career and his curriculum theory as influenced by the Herbartians.

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

Martin, Jane Roland, "Needed: A New Paradigm for Liberal Education," pp. 37-60 in Jonas F. Soltis, ed., Philosophy and Education. Eightieth Yearbook of the Society for the Study of Education, Part I. Chicago: University of Chicago Press, 1981., Jane Roland Martin

Annotation: Critiques the traditional view of knowledge in the curriculum and advocates adding emotion and action to reason and thinking.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Liberal Education/General Education

Tomkins, George S., "Stability and Change in Canadian Curriculum," pp. 135-158 in J. Donald Wilson, ed., Canadian Education in the 1980's . Calgary: Detselig Enterprises, Ltd., 1981., George S. Tomkins

Annotation: Highlights the factors contributing to change in the history of Canadian curriculum.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum, Curriculum and Politics

Berlak, Ann, and Harold Berlak, "Engaging in Critical Inquiry," pp. 229-275 in their Dilemmas of Schooling: Teaching and Social Change. New York: Methuen, 1981., Ann Berlak and Harold Berlak

Annotation: Gives an overview of five realms of inquiry and the kinds of questions each deals with; shows how critical inquiry deals with such questions; suggests ways sixteen dilemmas (outlined in earlier section of the book) can serve critical inquiry.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Macdonald, James B., "Theory-Practice and the Hermeneutic Circle,"The Journal of Curriculum Theorizing, 3(Summer,1981), 130-138 . Reprinted pp. 101-113 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988.*, James B. Macdonald

Annotation: Traces the role of interpretive understanding in curriculum theory and practice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry, Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

Nadler, Gerald, The Planning and Design Approach. New York: John Wiley & Sons, 1981., Gerald Nadler

Annotation: Sets forth, explains, and details a theory of planning and design that is general enough to embrace many types of personal and professional planning; outlines a five- phase process involving five dimensions of a total P & D approach; provides concrete illustrations--including ones pertinent to curriculum planning and design.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

Schubert, William H., and Ann Lynn Lopez Schubert, "Toward Curricula That Are of, by, and Therefore for Students," The Journal of Curriculum Theorizing, 3(Winter, 1981), 239-251., William H. Schubert and Ann Lynn Schubert

Annotation: Argues that schools should create curriculum that are of, by, and for students they serve (with case examples).

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: Curriculum as Experience