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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

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

Stake, Robert E., and Deborah J. Trumbull, "Naturalistic Generalizations," Review Journal of Philosophy and Social Science, 7(Nos. 1 & 2, 1982), 1-12.*, Robert E. Stake and Deborah J. Trumbull

Annotation: Describes the nature of naturalistic generalizations as distinguished from formal generalizations.

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

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

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

Short, Edmund C., "Curriculum Development and Organization," pp. 405-412 in Harold E. Mitzel, ed., Encyclopedia of Educational Research, Fifth Edition. New York: Macmillan, 1982.*, Edmund C. Short

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

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

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

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

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

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

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, "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

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

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

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

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

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

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

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

Madey, Doren L., "Some Benefits of Integrating Qualitative and Quantitative Methods in Program Evaluation, with Illustrations," Educational Evaluation and Policy Analysis, 4(Summer, 1982), 223-236.*, Doren L. Madey

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

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

McCutcheon, Gail, "Qualitative Curriculum Evaluation," pp. 1503-1506 in Harold E. Mitzel, ed., Encyclopedia of Educational Research, Fifth Edition. New York: Macmillan Free Press, 1982.*, Gail McCutcheon

Annotation: Reviews several forms of qualitative curriculum evaluation, their similarities, and their differences.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Qualitative Research

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

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

Silverman, Robert J., "Marketing Scholarship: Strategies of Persuasion," Knowledge: Creation, Diffusion, Utilization, 3(June, 1982), 503-520., Robert J. Silverman

Annotation: Discusses how research finds its audience.

Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Linkage, Literature of Curriculum, Knowledge Utilization

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

Wolcott, Harry F., "Differing Styles of On-Site Research, or, 'If it Isn't Ethnography, What is it?' " Review Journal of Philosophy and Social Science, 7(No. 1 & 2, 1982), 154-169.*, Harry F. Wolcott

Annotation: Explains different styles of on-site research and ethnography and lists fourteen types together with a select bibliography of each type.

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

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

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

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

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

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

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

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

Talmage, Harriet, "Evaluation of Programs," pp. 592-611 in Harold E. Mitzel, ed., Encyclopedia of Educational Research, fifth edition. New York: Macmillan, 1982., Harriet Talmage

Annotation: Reviews the rise of program evaluation, defines its purposes and assumptions, its methodological and political issues, and classifies various evaluation models.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Program Audit/Evaluation

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Roberts, Douglas A., "The Place of Qualitative Research in Science Education," Journal of Research in Science Teaching, 19(No. 4, 1982), 277-292.*, Douglas A. Roberts

Annotation: Discusses quantitative and qualitative arguement patterns against a backdrop of an analysis of Pepper's four world hypotheses-- formism, mechanism, contextualism, and organicism.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research

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

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

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

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

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

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., "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

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

Apple, Michael W., "Educational and Cultural Reproduction: A Critical Assessment of Programs of Choice," pp. 503-541 in Robert B. Everhart, ed., The Public School Monopoly: A Critical Analysis of Education and the State in American Society . San Francisco: Pacific Institute for Public Policy Research, 1982.*, Michael W. Apple

Annotation: Discusses proposals for choice in education in the context of a cultural reproduction critique.

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: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

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

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

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

Broudy, Harry S., "Challenge to the Curriculum Worker: Uses of Knowledge," pp. 3-8 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., Harry S. Broudy

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

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

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

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

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

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

Martin, Jane Roland, "Two Dogmas of Curriculum," Synthese, 51(April, 1982), 5-20. Reprinted pp. 187-199 in her Changing the Educational Landscape: Philosophy, Women, and Curriculum. New York: Routledge, 1994., Jane Roland Martin

Annotation: Describes and critiques the Dogma of God-Given Subjects and the Dogma of Immutable Basics.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, Practical Knowledge

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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