Citations from 1983
Hauser-Cram, Penny, "Some Cautions in Synthesizing Research Studies," Educational Evaluation and Policy Analysis, 5(Summer, 1983), 155-162., Penny Hauser-Cram
Annotation: Raises some technical questions about doing meta-analysis.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Critiques the methodology used by Anyon in her study, 11(No.1, 1981), and four of her findings; indicates differences in findings from his own New Zealand study.
Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Inquiry Guidelines,Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Comparative Curriculum, Value Assumptions and Ideologies in Curriculum
Reinharz, Shulamit, "Phenomenology as a Dynamic Process," Phenomenlogy + Pedagogy, 1(No. 1, 1983), 77-79., Shulamit Reinharz
Annotation: Describes the characteristics of phenomenological inquiry.
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
Annotation: Describes Husserl's eidetics as contributing to the history of phenomenology; analyzes a social studies class using this approach.
Broad Topical Focus: Inquiry Language in Curriculum Research, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Compares two approaches to educational research on various dimensions.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Qualitative Research
Citations from 1982
Annotation: Shows how the uses of knowledge (replicative, associative, applicative, and interpretive) can serve as bases for curriculum design and development.
Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Research Domains and Structure,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Beauchamp, George A., "Curriculum Theory: Meaning, Development, and Use," Theory into Practice, 21 (Winter, 1982), 23-27., George A. Beauchamp
Annotation: Defines curriculum theory and describes how to build theory; discusses functions of curriculum theory; draws on ideas from his 1981 book.
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
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
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
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
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
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
Annotation: Presents a model of curriculum development for use at the school level along with decisions required within its five processes.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies
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
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
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
Annotation: Summarizes the state of curriculum policy making and governance as well as presents criteria for optimum strategies for curriculum development across levels of governance.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies
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
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
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
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
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
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
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
Confrey, Jere, "The Lure of the Practical," Review Journal of Philosophy and Social Science, 7 (No. 1 & 2, 1982), 109-138.*, Jere Confrey
Annotation: Argues for merging theory and practice and draws implications that contrast with those derived from a separation of theory and practice.
Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Curriculum Conceptions and Theories, Curriculum Theorists, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge, Teacher Education, Curriculum Theory Creation and Uses, Philosophical Schools
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
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
Kemmis, Stephen, The Action Research Reader. Geelong, Victoria, Australia: Deakin University Press, 1982., Stephen Kemmis
Annotation: Contains 42 articles on action research with reports of several cases and projects.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation
Schubert, William H., "The Return of Curriculum Inquiry from Schooling to Education," Curriculum Inquiry, 12(Summer, 1982), 221-232.*, William H. Schubert
Annotation: Reviews domains of curriculum inquiry that could address non-school phenomena that relate to curriculum.
Broad Topical Focus: Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Cooper, Harris M., "Scientific Guidelines for Conducting Integrative Research Reviews," Review of Educational Research, 52(Summer, 1982), 291-302.*, Harris M. Cooper
Annotation: Explains how to conduct a review of multiple empirical research studies including guidelines for problem formulation, data collection and evaluation, analysis and interpretation, and public presentation.
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
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
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
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
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
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
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
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
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
Longstreet, Wilma S., "Action Research: A Paradigm," The Educational Forum, 46(Winter, 1982), 135-158.*, Wilma S. Longstreet
Annotation: Contrasts the scientific, the humanistic, and the action-research paradigms, and discusses the uses and methods of 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, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes
Grundy, Shirley, "Three Modes of Action Research," Curriculum Perspectives, 2(October, 1982), 23-34.*, Shirley Grundy
Annotation: Discusses technical, practical, and emancipatory modes of 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, Value Assumptions and Ideologies in Curriculum
Annotation: Describes and illustrates the use of evaluation methods that integrate quantitative and qualitative approaches.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Evaluative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Program Audit/Evaluation
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
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
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
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
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
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
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
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
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
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
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
McCutcheon, Gail, "Curriculum Theory: This Issue," Theory into Practice, 21(Winter, 1982), 2-3., Gail McCutcheon
Annotation: Introduces this special issue of the journal on curriculum theory that exhibits a wide range of perspectives on the topic.
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses
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
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
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
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
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
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
Huenecke, Dorothy, "What is Curriculum Theorizing? What Are Its Implications for Practice?" Educational Leadership, 39(January, 1982), 290-294.*, Dorothy Huenecke
Annotation: Distinguishes between structural, generic, and substantive theorizing in curriculum.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses
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
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
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
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
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
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
Schubert, William H., "Curriculum Research," pp. 420-431 in Harold E. Mitzel, ed., Encyclopedia of Educational Research, Fifth Edition. New York: Macmillan Free Press, 1982.*, William H. Schubert
Annotation: Reviews state of curriculum research with respect to orientations, curriculum purposes, content, organization, evaluation, theory, policy, the hidden curriculum, and research trends.
Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Research Domains and Structure, Curriculum as a Field of Practice and Study, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Value Assumptions and Ideologies in Curriculum
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
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
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
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
Spindler, George, ed., Doing the Ethnography of Schooling: Educational Anthropology in Action . New York: Holt, Rhinehart and Winston, 1982., George Spindler
Annotation: Gives a thorough treatment of various aspects of ethnography of schooling by a variety of authors.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation
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
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
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
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
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
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
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
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
Janesick, Valerie J., "Of Snakes and Circles: Making Sense of Classroom Group Process through a Case Study," Curriculum Inquiry, 12 (Summer, 1982), 161-189.*, Valerie J. Janesick
Annotation: Describes an ethnographic study of a teacher's classroom from the teacher's perspective.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Teaching/Learning Process, Classroom Observation & Research
Dobbert, Marion L., "A Scientific Basis for Ethnography," pp. 3-23 in Marion L. Dobbert, Ethnographic Research . New York: Praeger, 1982.*, Marion L. Dobbert
Annotation: Describes characteristics of anthropological research and ethnographic methodology.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
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
Garman, Noreen B., "Naturalistic Inquiry as Andragogy," Review Journal of Philosophy and Social Science, 7(No. 1 & 2, 1982), 13-29.*, Noreen B. Garman
Annotation: Gives a rationale for, processes used, and examples of interpretive educational inquiry.
Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation