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Citations from 1982

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Citations from 1981

Nelson, Murry R., and H. Wells Singleton, "Richmond and Berkeley: Paradigms for Curriculum Innovation at the Turn of the Century," pp. 60-67 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History . University ParK, PA: The Society, College of Education, Penn State University, 1981., Murry R. Nelson and H. Wells Singleton

Annotation: Reports studies of the spread of curriculum innovations begun in these two junior high schools.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Middle School Curriculum, Curriculum Integration, Content Selection and Organization

Strickland, Kate, "Research into the Curriculum, 1918-1938: Highlights of the Work of the First Generation," pp. 51-59 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History . University Park, PA: The Society, College of Education, Penn State University, 1981., Kate Strickland

Annotation: Points out significant curriculum research studies done during this period.

Broad Topical Focus: Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History

Walmsley, Sean A., "On the Purpose and Content of Secondary Reading Programs: An Educational Ideological Perspective," Curriculum Inquiry, 11(Spring, 1981), 73-93., Sean A. Walmsley

Annotation: Employs several specific ideological types and their related educational purposes to secondary reading programs.

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: Value Assumptions and Ideologies in Curriculum, Secondary School Curriculum, Reading, Curriculum Aims and Objectives

Bellah, Robert N., "The Ethical Aims of Social Inquiry," Teachers College Record, 83(Fall, 1981), 1-18., Robert N. Bellah

Annotation: Discusses ethical reflections in social science research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum

Tyler, Ralph W., "Curriculum Development Since 1900," Educational Leadership , 38(May, 1981), 599-601.*, Ralph W. Tyler

Annotation: Gives a brief overview of curriculum development in the U. S. since 1960 and identifies lessons learned from this era.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Development Strategies

Nickles, Thomas, "What is a Problem that We Might Solve It?" Synthese, 47(1,1981), 85-118.*, Thomas Nickles

Annotation: Discusses criteria for an adequate theory of problems (33 divided into 3 categories), critiques Laudan's theory in light of these criteria, and offers his own account.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Action Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Pinar, William F., "'Whole, Bright, Deep with Understanding': Issues in Qualitative Research and Autobiographical Method," Journal of Curriculum Studies , 13(July-September, 1981), 173-188. Reprinted pp. 134-153 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988. Reprinted pp. 608-623 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988., William F. Pinar

Annotation: Contrasts autobiographical method with ethnographic and aesthetic forms of qualitative research and sets forth its unique aspects.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Ethnographic Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Comparisons Among Inquiry Modes, Self-Knowledge

Elbaz, Freema, "The Teacher's 'Practical Knowledge': Report of a Case Study," Curriculum Inquiry, 11(Spring, 1981), 43-71., Freema Elbaz

Annotation: Analyzes the conceptualization of practical knowledge and reports a study that accounts for one teacher's practical knowledge.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Case Study
Narrow Topic: Teacher Knowledge, Practical Knowledge, Teacher Planning

Littleford, Michael S., "Self Reflection, Social Action, and Curriculum Theory: Part Two," The Journal of Curriculum Theorizing, 3(Winter, 1981), 211-221., Michael S. Littleford

Annotation: Gives a cultural psychoanalytic view on curriculum as experience.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Self-Knowledge

Reid, William A., "The Deliberative Approach to the Study of the Curriculum and Its Relation to Critical Pluralism," pp. 160-190 in Martin Lawn and Len Barton, eds., Rethinking Curriculum Studies . New York: Halsted Press, 1981., William A. Reid

Annotation: Distinguishes the deliberative perspective toward curriculum from three other perspectives and gives a detailed account of the deliberative perspective.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Decision-making Processes,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

Smithson, Alan, "Curriculum Policy-Making at the School Level: Two Approaches," Journal of Philosphy of Education (Britain), 15(No. 2, 1981), 215-228., Alan Smithson

Annotation: Discusses whether school head or board in Britian should have curriculum decision-making power.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Comparative Curriculum

Gibson, Rex, "Curriculum Criticism: Misconceived Theory, Ill-Advised Practice," Cambridge Journal of Education, 11(1981), 190-210., Rex Gibson

Annotation: Offers some reservations on the application of curriculum criticism to curriculum practice.

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

Giroux, Henry A., "Pedagogy, Pessimism, and the Politics of Conformity: A Reply to Linda McNeil," Curriculum Inquiry, 1(Fall, 1981), 211-222., Henry A. Giroux

Annotation: Replies to McNeil's critique of his article in this journal 10(4), 1980.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Citizenship Education, Hidden Curriculum, Teaching/Learning Process, Ideology and School Knowledge, Criticism of Schooling

Christensen, James E., Curriculum, Education, and Educology . Sydney: Educology Research Associates, 1981., James E. Christensen

Annotation: Employs eleven critical categories to distinguish curriculum, education, and knowledge about education.

Broad Topical Focus: Curriculum Definitions,Curriculum as a Field of Practice and Study,Inquiry Language in Curriculum Research,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Education as a Field of Study, Educology

Giroux, Henry A., Ideology, Culture, and the Process of Schooling . Philadelphia: Temple University Press, 1981., Henry A. Giroux

Annotation: Contains six reprinted articles by the author with an introduction on the theoretical sources of his work.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Conceptions and Theories, Curriculum Theorists
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

Eisner, Elliot W., "On the Difference Between Scientific and Artistic Approaches to Qualitative Research," Educational Researcher, 10(April, 1981), 5-9.*, Elliot W. Eisner

Annotation: Compares scientific and artistic approaches to qualitative research on ten 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, Qualitative Research

Burbules, Nicholas C., "The Hidden Curriculum and the Latent Function of Schooling: Two Overlapping Perspectives." 2. "Who Hides the Hidden Curriculum," pp. 281-291 in C. J. B. Macmillan, ed., Philosophy of Education, 1980. Proceedings of the 36th Annual Meeting of the Philosophy of Education Society. Normal, IL: Philosophy of Education Society, ISU, 1981., Nicholas C. Burbules

Annotation: Gives an analysis of various perspectives on the hidden curriculum's place in serving a latent function of schooling.

Broad Topical Focus: Curriculum Policies and Policy Making,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Hidden Curriculum, Curriculum Aims and Objectives

Heron, John, "Philosophical Basis for a New Paradigm," pp. 19-35 in Peter Reason and John Rowan, eds., Human Inquiry . New York: John Wiley and Sons, 1981.*, John Heron

Annotation: Argues for shared cooperative inquiry with persons from five bases.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Field other than 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

Wexler, Philip, "Change: Social, Cultural and Educational," The Journal of Curriculum Theorizing, 3(Summer, 1981), 157-164., Philip Wexler

Annotation: Gives three examples of educational change for which the reproduction model is incomplete.

Broad Topical Focus: Curriculum Change, 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, Citizenship Education

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

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

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

Fullan, Michael, "The Relationship Between Implementation and Evaluation," pp. 309-339 in Arieh Lewy and David Nevo, eds., Evaluation Roles in Education. New York: Gordon and Breach, 1981., Michael Fullan

Annotation: Discusses implementation processes in the context of using evaluative studies.

Broad Topical Focus: Curriculum Change, Curriculum Evaluation, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Implementation

Wirth, Arthur G., "What We Can Learn from our Experience with the Deweyan Tradition," pp. 3-5 in Laurel N. Tanner, ed., Papers for the Society for the Study of Curriculum History . University Park, PA: The Society, College of Education, Penn State University, 1981., Arthur G. Wirth

Annotation: Draws lessons from Dewey for curriculum.

Broad Topical Focus: Curriculum Theorists, 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

Apple, Michael W., "Curricular Form and the Logic of Technical Control," Economic and Industrial Democracy, 2(August, 1981), 293-319. Reprinted pp. 143-165 in Michael W. Apple and Lois Weis, eds., Ideology and Practice in Schooling . Philadelphia, PA: Temple University Press, 1983., Michael W. Apple

Annotation: Argues that ideologies are embedded in our commonsense meanings and practices; examines curriculum form (not content) to reveal its use in service to ideology; describes the logic of technical control in curriculum and related issues.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Atkin, J. Myron, and Ernest R. House, "The Federal Role in Curriculum Development: 1950-1980," Educational Evaluation and Policy Analysis, 3(September-October, 1981), 5-36.*, J. Myron Atkin and Ernest R. House

Annotation: Traces the history of U. S. government support for curriculum development between 1950 and 1980.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Government Role in Educational Research & Development, Curriculum History

Noddings, Nel, "An Ethic for Curriculum Theorizing," Paper presented to the Annual Meeting of the American Educational Research Association, Los Angeles, April 13, 1981., Nel Noddings

Annotation: Proposes an ethical dimension to curriculum theorizing.

Broad Topical Focus: Curriculum Inquiry Guidelines,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses, Ethical Issues in Curriculum

Iverson, Barbara K., and Hersholt C. Waxman, "Perspectives on Mentorship," The Journal of Curriculum Theorizing, 3(Winter, 1981), 193-201., Barbara K. Iverson and Hersholt C. Waxman

Annotation: Explores the phenomenological perspective in mentorship with data.

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: Teacher Planning

Kister, Joanna, "Application of Empirical/Rational and Hermeneutic Science Modes of Inquiry to a Study of Home and Family Life for Curriculum Development, " 1981. ERIC Document No. ED 209 342., Joanna Kister

Annotation: Reports a study using hermeneutic inquiry.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation

Elbaz, Freema, and Robert Elbaz, "Literature and Curriculum: Toward a View of Curriculum as Discursive Practice," Curriculum Inquiry, 11(Summer, 1981), 105-122.*, Freema Elbaz and Robert Elbaz

Annotation: Critiques the idea of curriculum as literary work, some of the attendent confusions left by theorists espousing this view, and offers three practical difficulties that follow from the conceptual confusions.

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

Violas, Paul C., "Progressives and Revisionist History," pp. 34-38 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History. University Park, PA: The Society, College of Education, Penn State University, 1981., Paul C. Violas

Annotation: Provides a revisionist historian's view of papers by progressives Butts, Caswell, and Leonard that precede this paper.

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

Willis, George H., "A Reconceptualist Perspective on Curriculum Evaluation," The Journal of Curriculum Theorizing, 3(Winter, 1981), 185-192.*, George H. Willis

Annotation: Describes the processes used in reconceptualist curriculum evaluation and contrasts them with those of the dominant (scientific) form.

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

Sanders, Donald P., and Marian Schwab, "Schooling and the Development of Education," The Educational Forum, 45(March, 1981), 265-289.*, Donald P. Sanders and Marian Schwab

Annotation: Critiques the R & D model of curriculum development in terms of practical stumbling blocks to school improvement.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change, Curriculum Research Domains and Structure, Curriculum Administration, Leadership, Finance, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Tamir, Pinchas, "The Potential of Evaluation in Curriculum Implementation," pp. 341-356 in Arieh Lewy and David Nevo, eds., Evaluation Roles in Education . London: Gordon and Breach, 1981., Pinchas Tamir

Annotation: Describes the uses of evaluation findings in curriculum implementation.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

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

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

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

Carson, A. S., "Community Participation and Curriculum Decisions," Educational Philosophy and Theory, 13(March, 1981), 39-53., A. S. Carson

Annotation: Analyzes the expectations and problems involved in community participation and curriculum decisions.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Local Control of Schooling

Leithwood, Kenneth A., "The Dimensions of Curriculum Innovation," Journal of Curriculum Studies, 13(January-March, 1981), 25-36.*, Kenneth A. Leithwood

Annotation: Identifies and relates several dimensions of curriculum innovation into a model.

Broad Topical Focus: Curriculum Change,Curriculum Conceptions and Theories,Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

Shaw, Beverly, "The Content of the Curiculum," pp.129-166 in her Educational Practice and Sociology: An Introduction . Oxford: Marten Robertson, 1981., Beverly Shaw

Annotation: Shows how the content of the curriculum is controlled by the policies set; discusses the common curriculum and the education of girls among other topics.

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, Content Selection and Organization

Seguel, Mary Louise, "Conceptualizing Method: A History," pp. 6-13 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History. University Park, PA: The Society, College of Education, Penn State University, 1981., Mary Louise Seguel

Annotation: Draws an historical picture of teaching methodology from 1829-1977.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Teaching/Learning Process

Eckhardt, William, "Limits to Knowledge," Knowledge: Creation, Diffusion, Utilization, 3(September, 1981), 61-81., William Eckhardt

Annotation: Discusses the phenomenology of kwowledge and related epistemological issues.

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

King, Jean A., "Methodological Pluralism and Curriculum Inquiry," Curriculum Inquiry, 11(Summer, 1981), 167-174.*, Jean A. King

Annotation: Makes the case for methodogical pluralism in curriculum inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

Ricoeur, Paul, "The Model of the Text: Meaningful Action Considered as Text," in J. B. Thompson, ed., Paul Ricoeur: Hermeneutics and the Human Sciences . Cambridge: Cambridge University Press, 1981., Paul Ricoeur

Annotation: Explains basics of textual interpretation, considered broadly.

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

Sanders, Donald P., "Educational Inquiry as Developmental Research," Educational Researcher, 10(March, 1981), 8-13.*, Donald P. Sanders

Annotation: Presents the elements of developmental research in education.

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

Wirth, Arthur G., "Educational Control for Crazy-Making: Notes Toward an Alternative," pp. 14-17 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History . University Park, PA: The Society, College of Education, Penn State University, 1986., Arthur G. Wirth

Annotation: Discusses the historical social efficiency movement in education and contemporary alternatives.

Broad Topical Focus: Curriculum Development, Organization, Design
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

Giroux, Henry A., "Hegemony, Resistance, and the Paradox of Educational Reform," Interchange, 12(Nos. 2-3, 1981), 3-26., Henry A. Giroux

Annotation: Points to evidence of these three elements in educational reform.

Broad Topical Focus: Curriculum Change, Curriculum Research Domains and Structure
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Johnson, Earl S., "Framework and Philosophy for an Integrated Curriculum," The Social Studies, 72(January/February, 1981), 4-7. Reprinted pp. 183-191 in Earl S. Johnson, The Humanistic Teachings of Earl S. Johnson . Boulder: Westview Press, 1983., Earl S. Johnson

Annotation: Identifies structure and norms for an integrated curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Content Selection and Organization

Torbert, William R., "Why Educational Research Has Been So Uneducational: The Case for a New Model of Social Science Based on Collaborative Inquiry," pp. 141-151 in Peter Reason and John Rowan, eds., Human Inquiry . New York: John Wiley and Sons, 1981.*, William R. Torbert

Annotation: Describes collaborative inquiry approaches and assumptions.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Beauchamp, George A., Curriculum Theory , 4th Edition. Itasca, IL: Peacock, 1981., George A. Beauchamp

Annotation: Provides an extended analysis of curriculum theory and theory building and offers a theory of his own; describes curriculum design, engineering, values in curriculum, and curriculum as a field of study.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Research Domains and Structure,Curriculum Theorists,Curriculum Definitions
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

Leonard, J. Paul, "The Revisionist Historians and Educational Theory," pp. 31-33 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History . University Park, PA: The Society, College of Education, Penn State University, 1981., J. Paul Leonard

Annotation: Points out some limitations of revisionist historians' views of educational theory.

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

Aronowitz, Stanley, "Preface," pp. 1-4 in Henry A. Giroux, ed., Ideology, Culture and the Process of Schooling . Philadelphia, PA: Temple University Press, 1981., Stanley Aronowitz

Annotation: Traces the development of critical research in American education, including Giroux's contribution.

Broad Topical Focus: Curriculum Inquiry Guidelines,Curriculum Theorists
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, Knowledge Generation

Apple, Michael W., "Some Aspects of the Relationship Between Economic and Cultural Reproduction," Journal of Curriculum Theorizing, 3(Winter, 1981), 130-142., Michael W. Apple

Annotation: Discusses the literature on the topic from France, England, and the U. S. and reviews leading issues involved.

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: Ideology and School Knowledge, Comparative Curriculum

Anyon, Jean, "Schools as Agencies of Social Legitimation," The Journal of Curriculum Theorizing, 3(Summer, 1981), 86-103. Reprinted pp. 175-200 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988., Jean Anyon

Annotation: Documents social and economic stratification in students' experiences of school and in the content of the curriculum; draws implications.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Social Studies, Curriculum as Experience, Content Selection and Organization

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

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

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

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

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

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

Lawn, Martin, and Len Barton, "Curriculum Politics and Emancipation," pp. 237-247 in Martin Lawn and Len Barton, Rethinking Curriculum Studies . New York: Halsted Press, 1981., Martin Lawn and Len Barton

Annotation: Takes stock of current research in curriculum studies and challenges researchers not to act as unwitting agents of the state.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Curriculum and Politics, Freedom/Authority and Curriculum, Knowledge Generation

Leithwood, Kenneth A., "What is Appropriate Curriculum Research?" Curriculum Perspectives, 2(October, 1981), 17-22., Kenneth A. Leithwood

Annotation: Posits a matrix of criteria for identifying problems for curriculum research involving both description and action.

Broad Topical Focus: Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Benham, Barbara J., "Curriculum Theory in the 1970's: The Reconceptualist Movement," Journal of Curriculum Theorizing, 3(Winter, 1981), 162-170., Barbara J. Benham

Annotation: Reviews the rise and development of the reconceptualist movement in curriculum theory; explains two positions within the movement--existentialist and structuralist-- and the movement's impact.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists, Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

Popkewitz, Thomas S., "The Social Contexts of Schooling, Change, and Educational Research," Journal of Curriculum Studies, 13(July-September, 1981), 189-206., Thomas S. Popkewitz

Annotation: Considers a reform program (IGE) within its social and ideological context.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Ethnographic Inquiry, Critical Inquiry
Type of Study: Case Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge

Wolf, W. C., Jr., "Selected Knowledge Diffusion/Utilization Know-How," Knowledge: Creation, Diffusion, Utilization, 2(March, 1981), 331-340., W. C. Wolf Jr.

Annotation: Presents a summary of techniques.

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

Bullough, Robert V., Jr., "Curriculum History: Flight to the Sidelines or Source of New Vitality? " pp. 39-42 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History, University Park, PA: The Society, College of Education, Penn State University, 1981. Reprinted pp. 32-39 as "Curriculum History: Flight to the Sidelines," in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Robert V. Bullough Jr.

Annotation: Provides a corrective on what is worth doing in curriculum history.

Broad Topical Focus: Curriculum Inquiry Guidelines,Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

Giroux, Henry A., "Beyond the Correspondence Theory: Note on the Dynamics of Educational Reproduction and Transformation," Curriculum Inquiry, 10(Fall, 1980), 225-247. Reprinted pp. 91-112 in his Ideology, Culture, and the Process of Schooling, Philadelphia: Temple University Press, 1981.*, Henry A. Giroux

Annotation: Critiques the correspondence theory of reproduction and suggests evidence that supports the challenge.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Knowledge Generation

Ward, Spencer A., "The Philosopher as Synthesizer," Educational Theory, 31(Winter, 1981), 51-72., Spencer A. Ward

Annotation: Discusses issues in synthesizing knowledge and the processes involved.

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

Henchey, Norman, "Curriculum as Myth," McGill Journal of Education, 16(Fall, 1981), 257-266.*, Norman Henchey

Annotation: Defines curriculum and curriculum study as myth and critiques this view.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Lehming, Rolf, and Michael Kane, eds., Improving Schools: Using What We Know. Beverly Hills, CA: Sage, 1981., Rolf Lehming and Michael Kane

Annotation: Describes the use of research knowledge to improve schools.

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

Ennis, Robert H., "Eight Fallacies in Bloom's Taxonomy," pp. 269-273 in C. J. B. Macmillan, ed., Philosophy of Education 1980, Proceedings of 36th Annual Meeting of the Philosophy of Education Society (San Francisco, April 27-30, 1980). Normal, IL: Philosophy of Education Society, ISU, 1981., Robert H. Ennis

Annotation: Identifies logical fallacies in Bloom's Taxonomy.

Broad Topical Focus: Curriculum Evaluation,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 Aims and Objectives, Evaluation of Instruction

Gray, James U., "Vintage Connoisseurship: A Practitioner's View of Educational Criticism," Curriculum Inquiry, 11(Winter, 1981), 343-358., James U. Gray

Annotation: Shows the limitations of Eisner's method of educational criticism in light of data from three case studies.

Broad Topical Focus: Curriculum Evaluation,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

Schubert, William H., "Knowledge About Out-of-School Curriculum," The Educational Forum, 45(January, 1981), 185-198.*, William H. Schubert

Annotation: Makes the case for why knowledge of out-of-school curriculum pursued by students is important; makes recommendations on how to use such knowledge in planning in-school curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Decision-making Processes, 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: Content Selection and Organization, Criticism of Schooling, Curriculum Deliberation

Brown, Theodore M., "How Fields Change: A Critique of the 'Kuhnian' View," Journal of Curriculum Theorizing, 3(Winter, 1981), 5-13., Theodore M. Brown

Annotation: Critiques Thomas S. Kuhn's view of paradigm and its application in curriculum theorizing.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Inquiry Guidelines,Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses

Grumet, Madeleine R., "Restitution and Reconstruction of Educational Experience: An Autobiographical Method for Curriculum Theory," pp. 115-130 in Martin Lawn and Len Barton, eds., Rethinking Curriculum Studies: A Radical Approach . New York: Halsted Press, 1981.*, Madeleine R. Grumet

Annotation: Describes value and process of using the autobiographical method of inquiry in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Self-Knowledge

Anderson, Digby C., Evaluating Curriculum Proposals: A Critical Guide. New York: John Wiley and Sons, 1981., Digby C. Anderson

Annotation: Provides guidelines for the rhetorical analysis of curriculum proposals and suggests foci for curriculum inquiry; illustrates this by reference to four British curriculum projects.

Broad Topical Focus: Curriculum Policies and Policy Making,Curriculum Proposals in Coherent Form,Curriculum Evaluation,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Knowledge Generation

Huber, Margaret Ann, 'The Renewal of Curriculum Theory in the 1970's: An Historical Study," The Journal of Curriculum Theorizing, 3(Winter, 1981), 14-84., Margaret Ann Huber

Annotation: Presents a seven-chapter review of work in curriculum theory during the humanistic era of the 1970s; anlayzes the writings of Greene, Macdonald, Huebner, Pinar, Apple, among others; reviews eight curriculum theory conferences.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, American/International Curriculum Organizations

Butts, R. Freeman, "The Progressive Malaise of Revisionist Historians--As Seen by a Progressive," pp. 23-28 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History. University Park, PA: The Society, College of Education, Penn State University, 1981., R. Freeman Butts

Annotation: Argues against revisionist historians' views of education and its treatment of progressive educaiton.

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

Franklin, Barry M., "Whatever Happened to Social Control? The Muting of Coercive Authority in Curriculum Discourse," The Journal of Curriculum Theorizing, 3 (Winter, 1981), 252-258. Reprinted pp. 80-90 in William F. Pinar, ed., Contemporary Curriculum Discourses. Scottsdale,AZ: Gorsuch Scarisbrick, 1988., Barry M. Franklin

Annotation: Examines the persistence of coersive authority in curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Efficiency/Control, Freedom/Authority and Curriculum

Gough, Noel, "School-based Curriculum Development: Whither Curriculum Theory?" Curriculum Perspectives, 2(October, 1981), 41-45.*, Noel Gough

Annotation: Gives a theory of school-based curriculum development.

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 Development Strategies, Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses

Dearden, Robert F., "Balance and Coherence: Some Curricular Principles in Recent Reports," Cambridge Journal of Education, 11(No. 2, 1981), 107-118., Robert F. Dearden

Annotation: Analyzes some British curriculum policy documents for the presence or absence of curriculum balance and coherence.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Comparative Curriculum

Caswell, Hollis L., "The Revisionist Historians and Educational Practice," pp. 29-30 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History. University Park, PA: The Society, College of Education, Penn State University, 1981., Hollis L. Caswell

Annotation: Tries to correct errors about curriculum history made by revisionist historians.

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

Pinar, William F., "Gender, Sexuality, and Curriculum Studies: The Beginning of the Debate," McGill Journal of Education, 16(Fall, 1981), 305-316., William F. Pinar

Annotation: Reviews work of Grumet, Taubman, and Hocquenghem concerning the relation of gender and sexuality to curriculum.

Broad Topical Focus: Curriculum Contexts and Societal Influences, 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

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

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

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

Guba, Egon G., "Criteria for Assessing the Trustworthiness of Naturalistic Inquiries," Education Communication and Technology Journal, 29(No. 2, 1981), 75-91.*, Egon G. Guba

Annotation: Identifies and discusses criteria for trustworthiness of naturalistic studies.

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

Elliott, John, et al, School Accountability . London: Grant McIntyre, 1981., John Elliott and .

Annotation: Gives a perspective on school accountability and the means of accomplishing it.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation

Stoughton, Charles R., ed., Issues in Curricululm Theory. Washington, DC: Univiersity Press of America, 1981., Charles R. Stoughton

Annotation: Presents 12 brief articles treating curriulum theory and several related topics as summarized in 1981.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Theory Creation and Uses

Nelson, Murry R., and H. Wells Singleton, "FBI Surveillance of Three Progressive Educators: Curricular Aspects," pp. 18-22 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History . University Park, PA: The Society, College of Education, Penn State University, 1981., Murry R. Nelson and H. Wells Singleton

Annotation: Reports what was found in FBI files on Rugg, Counts, and Dewey.

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

Mitrano, Barbara S., "Feminism and Curriculum Theory: Implications for Teacher Education," The Journal of Curriculum Theorizing, 3(Summer, 1981), 5-77., Barbara S. Mitrano

Annotation: Discusses regressive, progressive, analytic, and synthetic stages in teacher education curriculum from the perspective of feminist critique.

Broad Topical Focus: Curriculum Development, Organization, Design, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teacher Education

Walker, Rob, "Getting Involved in Curriculum Research: A Personal History," pp. 193-213 in Martin Lawn and Len Barton, eds., Rethinking Curriculum Studies . New York: Halsted Press, 1981., Rob Walker

Annotation: Presents typologies of classroom research and illustrates by referring to a study of the SAFARI project in England.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Classroom Observation & Research, Comparative Curriculum, Teacher Research

Anyon, Jean, "Elementary Schooling and Distinctions of Social Class," Interchange, 12(Nos. 2/3, 1981), 118-132., Jean Anyon

Annotation: Notes social class distinctions in elementary classrooms.

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: Elementary School Curriculum

Anyon, Jean, "Social Class and School Knowledge," Curriculum Inquiry, 11(Spring, 1981), 3-42., Jean Anyon

Annotation: Reports a study of the stratification of school knowledge in five elementary schools in two districts in New Jersey.

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: Single Study
Narrow Topic: Ideology and School Knowledge, Elementary School Curriculum, Content Selection and Organization

Leithwood, Kenneth A., "Managing the Implementation of Curriculum Innovations," Knowledge: Creation, Diffusion, Utilization, 2(March, 1981), 341-360., Kenneth A. Leithwood

Annotation: Gives a summary of work done on managing the implementation of curriculum innovations.

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

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

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

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

Apple, Michael W., "Reproduction, Contestation, and Curriculum: An Essay in Self-Criticism," Interchange, 12(Nos. 2-3, 1981), 27-47., Michael W. Apple

Annotation: Recaps Apple's own work and sets it in relation to the broader curriculum field.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge

Stenhouse, Lawrence, "What Counts as Research?" British Journal of Educational Studies, 29(June, 1981), 103-113.*, Lawrence Stenhouse

Annotation: Analyzes several types of research including teacher-researcher collaboration.

Broad Topical Focus: Defining Curriculum Research Questions,Curriculum Research and Inquiry-General,Relation of Curriculum Research to Practice,Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization

McNeil, Linda M., "Negotiating Classroom Knowledge: Beyond Achievement and Socialization," Journal of Curriculum Studies, 13(October-December, 1981), 313-328.*, Linda M. McNeil

Annotation: Describes how knowledge control functions in three social studies classrooms with respect to economics information.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Social Studies, Classroom Observation & Research

Grumet, Madeleine R., "Conception, Contradiction and Curriculum," The Journal of Curriculum Theorizing, 3(Winter, 1981), 287-298., Madeleine R. Grumet

Annotation: Ventures into feminist social theory and draws implications for curriculum.

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

Ben-Peretz, Miriam, "Curriculum Analysis as a Tool of Evaluation," pp. 295-307 in Arieh Lewy, and David Nevo, eds., Evaluation Roles in Education . London: Gordon and Breach, 1981., Miriam Ben-Peretz

Annotation: Urges use of materials analysis techniques to evaluate curriculum.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation

Floden, Robert E., Andrew C. Porter, William H. Schmidt, Donald J. Freeman, and John R. Schiville, "Responses to Curriculum Pressures: A Policy Capturing Study of Teacher Decision About Content," Journal of Educational Psychology, 73(April, 1981), 129-141.*, Robert E. Floden, Andrew C. Porter, William H. Schmidt, Donald J. Freeman, and John R. Schiville

Annotation: Reports an empirical study of teachers' responses to several types of curriculum pressures.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Teacher Planning, Content Selection and Organization