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Citations from 2009

Gandin, Luis Armando, "The Citizen School Project: Implementing and Recreating Critical Education in Porto Alegre, Brazil," pp. 341-353 in Michael W. Apple, Wayne Au, and Luis Armando Gandin, eds., The Routledge International Handbook of Critical Education. New York: Routledge, 2009., Luis Armando Gandin

Annotation: Describes this project and its new features (access to schools, governance, and knowledge); connects school knowledge with the knowledge students need to develop within their situation; knowledge is organized around themes in an innovative new form of curriculum design.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Curriculum Aims and Objectives, Citizenship Education, Democratic Education, Social Studies

Henderson, James G., and Kathleen R. Kesson, "Curriculum Work at the Intersection of Pragmatic Inquiry, Deliberation, and Fidelity," Educational Researcher, 38(March, 2009), 132-136., James G. Henderson and Kathleen R. Kesson

Annotation: Reviews and critiques Pinar's 2007 book, Intellectual Advancement through Disciplinarity; compares Pinar's views with their own views on advancement of the field of curriculum studies in the context of a democratic society.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Knowledge Generation, Knowledge Utilization

Parkinson, Paul, "Political Economy and the NCLB Regime: Accountability, Standards, and HIgh-Stakes Testing," The Educational Forum, 73(No. 1, 2009), 44-57., Paul Parkinson

Annotation: Analyzes the political economy of academic standards, standardized testing, test scores, and accountability within NCLB in terms of Baudrillard's concepts of functional logic of use value, logic of economic exchange, differential logic of sign value, and logic of symbolic exchange.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Student Assessment, Value Assumptions and Ideologies in Curriculum

Stanley, William B., "Curriculum Theory and Education for Democracy," Journal of Curriculum and Pedagogy, 6(Summer, 2009), 44-56., William B. Stanley

Annotation: Analyzes the assumptions underlying the counter-socialization approach to education for democracy, critiques the position of the curriculum reconceptualists on this issue, and offers recommendations on the direction curriculum theory should take.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Aims and Objectives

Popkewitz, Thomas S., "Curriculum Study, Curriculum History, and Curriculum Theory: The Reason of Reason," Journal of Curriculum Studies, 41(June, 2009), 301-319., Thomas S. Popkewitz

Annotation: Explores the systems of reason that surround the language used within curriculum practices, policies, reforms, and research; several illustrations are given showing political commitments embedded in the language used; discusses issues involved and possible responses.

Broad Topical Focus: Inquiry Language in Curriculum Research, Curriculum Policies and Policy Making
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

Moss, Pamela, D. C. Phillips, Frederick D. Erickson, Robert E. Floden, Patti Lather, and Barbara L. Schneider, "Learning from Our Differences: A Dialogue Across Perspectives on Quality in Education Research," Educational Researcher, 38 (October, 2009). 501-517., Pamela Moss, D. C. Phillips, Frederick D. Erickson, Robert E. Floden, Patti Lather, and Barbara L. Schneider

Annotation: Reports a panel discussion of ways to judge quality educational research across a variety of research approachers; related issues are discussed.

Broad Topical Focus: Curriculum Research and Inquiry-General, 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

Darling-Hammond, Linda, and Nikole Richardson,"Teacher Learning: What Matters?" Educational Leadership, 66(February, 2009), 46-53., Linda Darling-Hammond and Nikole Richardson

Annotation: Summarizes current research on teacher professional development and professional learning communities.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teacher Knowledge, In-service Teacher Development

Osguthorpe, RIchard D., "On the Possible Forms a Relationship Might Take between the Moral Character of a Teacher and the Moral Development of a Student," Teachers College Record, 111(January, 2009), 1-26., RIchard D. Osguthorpe

Annotation: Analyzes this relationship into three logical forms and elaborates on each and their applications; concludes that none of the three is definitive with respect to whether any such relationships actually exist; the three forms are "direct," "indirect with intervening variables," and "no relationship exists."

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: Character Education, Value Assumptions and Ideologies in Curriculum

Lopes, Alice Casimiro, and Elizabeth Macedo, "An Analysis of Disciplinarity on the Organization of School Knowledge," pp. 169-185 in Eero Ropo and Tero Autio, eds., International Conversations on Curriculum Studies: Subject, Society, and Curriculum. Rotterdam: Sense Publishers, 2009., Alice Casimiro Lopes and Elizabeth Macedo

Annotation: Reviews various approaches to organizing the content of the curriculum (separate subjects/interdisciplinary); makes the distinction between subjects reflecting the disciplines of knowledge and those organized as school subjects that integrate content from multiple disciplines; illustrates this difference with the example of school science in Brazilian curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, School Subjects, Science, Comparative Curriculum

Baez, Benjamin, and Deron Boyles, The Politics of Inquiry: Educational Research and the 'Culture of Science'. Albany, NY: State University of New York Press, 2009., Benjamin Baez and Deron Boyles

Annotation: Analyzes and critiques several aspects of recent U. S. laws which favor certain definitions of scientific educational research; provides in-depth philosophical analysis and arguments on this and other topics such as Dewey's ideas on educational research, doctoral training in educational research, governing through science, and the grants culture in educational research.

Broad Topical Focus: Curriculum Research and Inquiry-General, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Knowledge Generation, Government Role in Educational Research & Development

Jenkins, Sharon Billburg, "Measuring Teacher Beliefs about Curriculum Orientations Using the Modified-Curriculum Orientations Inventory," The Curriculum Journal, 20(June, 2009), 103-120., Sharon Billburg Jenkins

Annotation: Presents data on United States teachers using a modified questionnaire based on one used in a 2002 study of Hong Kong teachers; orientations derived from those in Eisner and Vallance, 1984.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Teacher Knowledge

Schubert, William H., "Currere and Disciplinarity in Curriculum Studies: Possibilities for Educational Research," Educational Researcher, 38(March, 2009), 136-140., William H. Schubert

Annotation: Reviews and comments on Pinar's 2007 book, Intellectual Advancement through Disciplinarity; gives his own views on the work of AAACS's Canon Project (which he chaired) in light of Pinar's essay and comments on other related topics; in an exchange with Henderson and Kesson (in articles that follow) he further comments on their ideas and on Pinar's.

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
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Knowledge Generation

Ben-Peretz, Miriam, Policy-Making in Education: A Holistic Approach in Response to Global Changes. Lanham, MD: Rowman & Littlefield, 2009., Miriam Ben-Peretz

Annotation: Gives background of current global changes in demographics, economics, information transfer, and the environment that educational policy-makers must take into account; relates three domains (curriculum, teaching, teacher education) to policy-making in education; describes the author's experiences in education policy-making in Israel along with other examples; presents principles of policy-making in education and proposes a practical four-phase model of policy-making in education.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

Mfum-Mensah, Obed, "An Exploratory Study of the Curriculum Development Process of a Complementary Education Program for Marginalized Communities in Northern Ghana," Curriculum Inquiry, 39(March, 2009), 343-367., Obed Mfum-Mensah

Annotation: Reports an ethnographic study of the process of curriculum development employed in two Northern Ghanaian communities; describes four stages: deliberation, design, implementation, and outcome; the model employed both technical and critical approaches.

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

Baldacchino, John. Education Beyond Education: Self and the Imaginary in Maxine Greene's Philosophy. New York: Peter Lang, 2009., John. Baldacchino

Annotation: Gives an analysis and elucidation of Greene's writings organized around broad themes in her work; demonstrates the coherence of her philosophy.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum as Experience, Aesthetics Education, Philosophical Schools

Applebaum, Barbara, "Is Teaching for Social Justice a Liberal Bias?" Teachers College Record, 111(February, 2009), 376-408., Barbara Applebaum

Annotation: Explores the meaning of "liberal bias" and of "ideology" in relation to the curriculum issue of their potential imposition on students through teaching for social justice.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Ideology and School Knowledge

Lamberg, Teruni D., and James A. Middleton, "Design Research Perspectives on Transitioning from Individual Microgenetic Interviews to a Whole-Class Teaching Experiment," Educational Researcher, 38(May, 2009), 233-245., Teruni D. Lamberg and James A. Middleton

Annotation: Provides a description of a compleat cycle of design research and illustrates its use in a study of ways students conceptualize their understanding of factions as quotients enroute to developing iterations of whole-class teaching procedures for this topic.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Mathematics, Teaching/Learning Process

Howe, Kenneth R., Eric Bredo, R. Burke Johnson, and Linda C. Tillman,"Epistemology, Methodology, and Education Sciences," Educational Researcher, 38(August/September, 2009), 428-466., Kenneth R. Howe, Eric Bredo, R. Burke Johnson, and Linda C. Tillman

Annotation: Treats alternatives to positivist views on educational research; a series of scholars comment on these ideas and Howe responds.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Short, Edmund C., and Leonard J. Waks, eds., Leaders in Curriculum Studies: Intellectual Self-Portraits. Rotterdam: Sense Publishers, 2009., Edmund C. Short and Leonard J. Waks

Annotation: Contains 18 essays by late 20th century curriculum scholars describing their own paths into the field of Curriculum Studies, their major contributions to the field, and their assessments of the state of the field over the last several decades.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Professors

Schoonmaker, Frances, "Only Those Who See Take Off Their Shoes: Seeing the Classroom as a Spiritual Space," Teachers College Record, 111(December, 2009)., 2713-2731., Frances Schoonmaker

Annotation: Argues for recognizing classrooms as spiritual space; offers examples from the author's own experience of teaching that illustrate students experiencing awe, wonder, and other dimensions of spirituality; suggests ways teachers and teacher educators can enhance their ability to see and facilitate the spiritual aspects of classroom learning.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Conceptions of Teaching, Self-Knowledge, Values in the Classroom, Value Assumptions and Ideologies in Curriculum, Hidden Curriculum, Teaching/Learning Process

Walker, Melainie, "Capabilities, Flourishing, and the Normative Purposes of Action Research," pp. 301-312 in Susan Noffke and Bridget Somekh, eds., The Sage Handbook of Educational Action Research. Thousand Oaks,CA: Sage, 2009., Melainie Walker

Annotation: Identifies crucial educational aims for democratic societies and proposes that action research be done within these normative contexts.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

Ponte, Petra, and Jan Ax, "Action Research and Pedagogy as Science of the Child's Upbringing," pp. 324-335 in Susan Noffke and Bridget Somekh, eds., The Sage Handbook of Educational Action Research. Thousand Oaks, CA: Sage, 2009., Petra Ponte and Jan Ax

Annotation: Elucidates the European concept of pedagogy; distinguishes normative/dogmatic, humanistic, empirical/analytic, and critical pedagogy; notes the potential of action research for studying pedagogy.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Ethical Issues in Curriculum

Bohan, Chara Haeussler, "O. L. Davis, Jr.'s Impact on Curriculum Research in the 1990s," Curriculum and Teaching Dialogue, 11(Nos. 1 & 2, 2009), 43-51., Chara Haeussler Bohan

Annotation: Gives an overview of Davis's career and of his mentoring of graduate students; related articles appear before and after this article in a festschrift series honoring Davis.

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

Clarke, Mike, "Reporting Format," pp. 521-534 in Harris Cooper, Larry V. Hedges, and Jeffrey C. Valentine, Eds., The Handbook of Research Synthesis and Meta-Analysis, 2nd ed. New York: Russell Sage Foundation, 2009., Mike Clarke

Annotation: Presents and describes a structure for reporting the results of a research synthesis or meta-analysis.

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

Madaus, George, Michael Russell, and Jennifer Higgins, "Why and How Should High-Stakes Testing be Monitored?" pp. 197-221 in their The Paradoxes of High-Stakes Testing. Charlotte, NC: Information Age Publishing, 2009., George Madaus, Michael Russell, and Jennifer Higgins

Annotation: Traces efforts made to monitor the technical aspects of tests for users and policymakers; proposes an independent body to perform this oversight function and suggests eight principles to follow in creating such an ongoing institution.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Student Assessment, Curriculum Standards and Testing, Curriculum and Politics

Marsh, Colin , and Catherine Harris-Hart, "Power, Knowledge, and Curriculum Change in Australia: A Critical Perspective," pp. 291-308 in Eero Ropo and Tero Autio, eds., International Conversations on Curriculum Studies: Subject, Society, and Curriculum. Rotterdam: Sense Publishers, 2009., Colin Marsh and Catherine Harris-Hart

Annotation: Summarizes the state of curriculum change models in both the literature and in Australian curriculum-change practices; employs the concepts of curriculum junctions and disjunctions in the analysis.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Comparative Curriculum, Curriculum Implementation, Organization Theory

Au, Wayne, Unequal by Design: HIgh-Stakes Testing and the Standardization of Inequality. New York: Routledge, 2009., Wayne Au

Annotation: Demonstrates the ways high-stakes testing creates, by design, currricular inequality (through content, form, pedagogic, bureaucratic, and discursive control); discusses the NCLB policy on testing; draws on critical social theory and Bernstein for analytic tools.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing

Suri, Harsh, and David Clarke, "Advancements in Research Synthesis Methods: From a Methodologically Inclusive Perspective," Review of Educational Research, 79(No. 1, 2009),395-430., Harsh Suri and David Clarke

Annotation: Highlights features of a methodologically inclusive research synthesis where connections can be made across interpretive, participatory, and critical lines.

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

Rizvi, Fazal, "Global Mobility and the Challenges of Educational Research and Policy," pp. 268-289 in Thomas S. Popkewitz and Fazal Rizvi, eds., Globalization and the Study of Education. 108th Yearbook of the National Society for the Study of Education, Volume II. Malden, MA: Wiley-Blackwell, 2009., Fazal Rizvi

Annotation: Discusses the mobility of people, technology, and business across the globe and the implications of this mobility for educational research and policy; centered around the concept of transnationalization of people.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Zeichner, Kenneth M., "Action Research: Personal Renewal and Social Reconstructionism," pp. 68-84 in his Teacher Education and the Struggle for Social Justice. New York: Routledge, 2009., Kenneth M. Zeichner

Annotation: Explains the nature of action research generally and highlights its use in teachers's professional development, school change, and knowledge generated by practitioners for teacher education; argues for its place in the struggle for social justice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge, Teacher Knowledge, Knowledge Generation, In-service Teacher Development

Lockwood, Alan L., The Case for Character Education: A Developmental Approach. New York: Teachers College Press, 2009., Alan L. Lockwood

Annotation: Critiques various forms of contemporary character education programs being used in schools and responds systematically to these criticisms; formulates a theory of developmental character education that overcomes these criticisms; gives practical examples of content and instructional practices for implementing this new theory.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Character Education, Values in the Classroom, Content Selection and Organization

Hamilton, David, "Class and Curriculum," pp.21-23 in Bernadette Baker, ed., New Curriculum History. Rotterdam: Sense Publishers, 2009., David Hamilton

Annotation: Comments on and updates his 1989 chapter on this topic in his book, Towards a Theory of Schooling.

Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

Lofaso, Anne Marie, "Curriculum Issues," pp. 61-80 in Anne Marie Lofaso, Religion in the Public Schools: A Road Map for Avoiding Lawsuits and Respecting Parents' Legal Rights. Washington, DC: Americans United for Separation of Church and State, 2009., Anne Marie Lofaso

Annotation: Sets forth guidelines based on decisions of the courts regarding constitutionality of curriculum related religious issues such as library books, opting out of content/materials, evolution, and intelligent design; other church/state/school issues are addressed in other sections of the book.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Deliberative Inquiry, Historical Inquiry, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum History, Content Selection and Organization

Bryk, Anthony S., "Support a Science of Performance Improvement," Phi Delta Kappan, 90(April, 2009), 597-600.*, Anthony S. Bryk

Annotation: Argues for a D-EE-D (Design-Educational Engineering-Development) infrastructure that will address core problems of educational practice, both to determine whether a program can work at scale and to discern how to make it work; discusses creating usable knowledge for professional development communities focusing on specific instructional systems.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Knowledge, In-service Teacher Development

Mintrop, Heinwich, and Gail L. Sunderman, "Predictable Failure of Federal Sanctions-Driven Accountability for School Improvement -- And Why We May Retain It Anyway," Educational Researcher, 38(june/July,2009), 353-364., Heinwich Mintrop and Gail L. Sunderman

Annotation: Summarizes results of studies on three questions: 1) Do sanctions-driven accountability systems produce the intended results in NCLB and other attempts? 2) Is it practical and can it be implemented? 3) Is it valued and legitimate?

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Standards and Testing, Evaluation of Instruction, Program Audit/Evaluation, Government Role in Educational Research & Development, Freedom/Authority and Curriculum, Ethical Issues in Curriculum, Student Assessment, Social Efficiency/Control, Local Control of Schooling, Curriculum Implementation

Schubert, William H., Love, Justice, and Education: John Dewey and the Utopians. Charlotte, NC: Information Age Publishing, 2009., William H. Schubert

Annotation: Takes a sentence-by-sentence book at Dewey's 1933 essay, "Dewey Outlines Utopian Schools"; in 30 chapters has 426 Utopians imaginatively ponder, discuss, and illuminate the meanings and implications of Dewey's thoughts in this essay 75 years after its appearance in the New York TImes; themes include love and justice in education.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Curriculum Aims and Objectives, Classics of Curriculum Literature, Value Assumptions and Ideologies in Curriculum

Olson, Margaret R., and Cheryl J. Craig, " 'Small' Stories and Meganarratives: Accountability in Balance," Teachers College Record, 111(February, 2009),, 547-572., Margaret R. Olson and Cheryl J. Craig

Annotation: Reports a small study of two teachers' and their students' responses to accountability policies under which they taught and learned and the challenges they mounted to these policies.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum and Politics, Student Assessment, Freedom/Authority and Curriculum

Cormack, Phillip, and Bill GReen, "Re-reading the Historical Record: Curriculum History and the LInguistic Turn," pp. 223-236 in Bernadette Baker, ed., New Curriculum HIstory. Rotterdam: Sense Publishers, 2009., Phillip Cormack and Bill Green

Annotation: Reviews nature and place of linguistic (discourse) analysis in doing historical inquiry in curriculum.

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

Lopes, Alice Casimiro, and Elizabeth Macedo,, "An Analysis of Disciplinarity on the Organization of School Knowledge," pp. 169-185 in Eero Ropo and Tero Autio, eds., International Conversations on Curriculum Studies: Subject, Society, and Curriculum. Rotterdam: Sense Publishers, 2009., Alice Casimiro Lopes and Elizabeth Macedo

Annotation: Discusses the difference between the organization of curriculum into school subjects and by discipline; shows the difficulty of integrating disciplinary knowledge; illustrates these issues in science in Brazil.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: School Subjects, Curriculum Integration

Whitson, James Anthony, "Is There No Outside of Curriculum-as-Text?" pp. 339-354 in Eero Ropo and Tero Autio, eds., International Conversations on Curriculum Studies: Subject, Society, and Curriculum. Rotterdam: Sense Publishers, 2009., James Anthony Whitson

Annotation: Discusses the differences between scholarly and popular conceptions of curriculum; examines the differences between curriculum-as-text and curriculum-as-life or -being; suggests implications for research and for practice.

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, Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives, Curriculum as Experience

Lundgren, Ulf P., "Political Governing and Curriculum Change--From Active to Reactive Curriculum Reforms," pp. 109-122 in Eero Ropo and Tero Autio, eds., International Conversations on Curriculum Studies: Subject, Society, and Curriculum. Rotterdam: Sense Publishers, 2009., Ulf P. Lundgren

Annotation: Recaps the history of theories governing curriculum change in Europe and the United States; contrasts decentralization and privatization of curriculum decision-making, as well as governing by goals or outcomes, in relation to the changing culture of globalization; draws implications for practice and research.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Local Control of Schooling, Organization Theory, Government Role in Educational Research & Development, Comparative Curriculum

Cooper, Harris, and Larry V. Hedges,"Research Synthesis as a Scientific Process," pp. 3-16 in Harris Cooper, Larry V. Hedges, and Jeffrey C. Valentine, eds., The Handbook of Research Synthesis and Meta-Analysis, 2nd ed. New York: Russell Sage Foundation, 2009., Harris Cooper and Larry V. Hedges

Annotation: Presents an overview of a form of research known as research synthesis, outlines six stages of doing this kind of research, and introduces the chapters of the Handbook that follow.

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

Pacheco, Jose Augusto, Whole, Bright, Deep with Understanding: Life Story and Politics of Curriculum Study: In-between William Pinar and Ivor Goodson. Rotterdam: Sense Publishers, 2009., Jose Augusto Pacheco

Annotation: Attempts to bring together hundreds of quotations from Pinar's writing and talks with him into a coherent presentation and interpretation of his ideas and his contributions to the field of curriculum studies; also contains a chapter by Moreira treating Pinar and Goodson; concludes with verbatim interviews with Pinar and with Goodson by Pacheco.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Professors, Curriculum Theory Creation and Uses

Shapiro, H. Svi, ed., Education and Hope in Troubled Times: Visions of Change for Our Children's World. New York: Routledge, 2009., H. Svi Shapiro

Annotation: Contains 19 articles by leading educators on challenges and possibilities facing American education; each offers a vision with practical curricular suggestions.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Alternatives in Education, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum, Criticism of Schooling

Morris,Marla, "Dare Curriculum Scholars Cultivate Historical Memory," Journal of Curriculum and Pedagogy, 6(Summer, 2009), 67-74., Marla Morris

Annotation: Traces the splits that exist among curriculum scholars, their conferences, and their journals; asserts that all should embrace the widest range of the historical memory of the field and continue to interact across the existing splits.

Broad Topical Focus: Curriculum as a Field of Practice and Study
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, Curriculum History, Value Assumptions and Ideologies in Curriculum

Sokoloff, Ann L. Winter, "The Quest for a Unitary Curriculum," Curriculum History, (2009), 125-141. (Available through Texas Digital LIbrary), Ann L. Winter Sokoloff

Annotation: Traces the history of efforts to attain a unitary curriculum, with special emphasis on integrated units-of-work and examples from Dewey to the present.

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 Integration

Schubert, William H., "What Is Worthwhile: From Knowing and Needing to Being and Sharing," Journal of Curriculum and Pedagogy, 6(Summer, 2009), 22-40., William H. Schubert

Annotation: Elucidates the author's view of curriculum's central question for both curriculum scholars and for educating children, youth, and adults.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization

Zhao, Yong, Catching Up or Leading the Way. Alexandria, VA: Association for Supervision and Curriculum Development, 2009., Yong Zhao

Annotation: Contrasts the current approaches to educational policy in China and the U.S.; notes that U. S. is trying to implement what China is trying to get rid of (rigid curriculum mandates, test-based accountability measures, and centralized and standardized control); recommends expansive definition of success along with personalized approaches and preparation for good citizenship; lays out extensive research results upon which critiques and recommendations are based.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Aims and Objectives, Comparative Curriculum

Dillon, J. T., "The Questions of Curriculum," Journal of Curriculum Studies, 41(June, 2009), 343-359., J. T. Dillon

Annotation: Stipulates a scheme of questions concerning the nature, elements, and practice of curriculum based on Schwab's conception of curriculum; elucidates this scheme of questions in relation to those generated by other curriculum theorists.

Broad Topical Focus: Curriculum Definitions, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Development Strategies, Curriculum Deliberation

Baker, Bernadette, ed., New Curriculum History. Rotterdam: Sense Publishers,2009., Bernadette Baker

Annotation: Contains a set of studies using or about using various forms of historical inquiry in curriculum by scholars from several different countries.

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

Koro-Ljungberg, Mirka, Diane Yendol-Hoppey, Jason Jude Smith, and Sharon B. Hayes, "(E)pistemological Awareness, Instantiation of Methods, and Uninformed Methodological Ambiguity in Qualitative Research Projects," Educational Researcher, 38(December, 2009), 687-699., Mirka Koro-Ljungberg, Diane Yendol-Hoppey, Jason Jude Smith, and Sharon B. Hayes

Annotation: Argues for making the research process, epistemologies, values, methodological decision points, and argumentative logic, open, accessible, and visible in qualitative research reports; analyzes a series of reports for how well they do this; contains a chart specifying for ten theoretical perspectives that have been used in qualitative research studies ten decision junctures reflecting these epistemological and methodological aspects.

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

Coulter, Cathy A., and Mary Lee Smith, "The Construction Zone: Literary Elements in Narrative Research," Educational Researcher, 38(November, 2009), 577-590., Cathy A. Coulter and Mary Lee Smith

Annotation: Describes and illustrates ten literary elements used in constructing stories in narrative research; three articles providing comments and criticism of his article immediately follow as well as a response to these articles by the original authors.

Broad Topical Focus: Curriculum Inquiry Guidelines, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Miller, Ron, "Education after the Empire," pp. 121-133 in H. Svi Shapiro, ed., Education and Hope in Troubled Times: Visions of Change for Our Children's World. New York: Routledge, 2009., Ron Miller

Annotation: Champions holistic education as an approach to counter the mechanistic and technocratic current system of education; specifies the differences between the two approaches; sets out five principles characterizing this alternative perspective.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Curriculum Aims and Objectives, Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum

Citations from 2008

Apple, Michael W., "Curriculum Planning: Content, Form, and the Politics of Accountability," pp. 25-44 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Michael W. Apple

Annotation: Reviews political issues and actions related to deciding curriculum content and curriculum organization, including struggles by various social groups to influence textbook content, standards and testing, and pedagogical practices that are adopted by legislative bodies in both the United States and the United Kingdom.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum and Politics, Comparative Curriculum

Levin, Ben, "Curriculum Policy and the Politics of What Should Be Learned in Schools," pp. 7-24 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Ben Levin

Annotation: Lays out the practical aspects of the processes by which governments determine curriculum policies.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Curriculum and Politics, Government Role in Educational Research & Development, Curriculum Deliberation

Staller, Karen M., Ellen Block, and Pilar S. Horner, "History of Methods in Social Science Research," pp. 25-51 in Sharlene Nagy Hesse-Biber and Patricia Leavy, eds., Handbook of Emergent Methods. New York: The Guilford Press, 2008., Karen M. Staller, Ellen Block, and Pilar S. Horner

Annotation: Reports a study of the development of social science research methods from the 1960s to the present; charts the emergence of postmodern methods, globalization and internet impact on methods, and the troubling role of the researcher, of theory, and of technology in methods; discusses the blurring of the lines between humanistic and social science approaches.

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

Mulcahy, D. G., The Educated Person: Toward a New Paradigm for Liberal Education. Lanham, MD: Rowman & Littlefield, 2008., D. G. Mulcahy

Annotation: Outlines and justifies a new paradigm for liberal education based on the demands of living (work demands, recreational demands, social and practical demands, philosophical demands); reviews and critiques the ideas on liberal education by Newman, Adler, Martin, and others in formulating this new paradigm.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education

Semel, Susan F., and Alan R. Sadovnik, "The Contemporary Small-School Movement: Lessons from the History of Progressive Education," Teachers College Record, 110(September, 2008), 1744-1771., Susan F. Semel and Alan R. Sadovnik

Annotation: Examines similarities and differences between Central Park East Secondary School in New York City and earlier progressive schools such as the Dalton School and the City and Country School.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum History, Local Control of Schooling

Henig, Jeffrey, R., "The Evolving Relationship between Researchers and Public Policy," 89(January, 2008), 357-360., Jeffrey R. Henig

Annotation: Describes five factors affecting the relationship between educational research and its use by policymakers: new means of dissemination, new discipline-based researchers and fragmentation of publication outlets, expanded corporate (non-public) producers of research, increased foundation-supported research, and increased bias induced by government requirements on research.

Broad Topical Focus: Curriculum Policies and Policy Making, 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-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Knowledge Utilization, Government Role in Educational Research & Development

Bryk, Anthony S., and Louis M. Gomez, "Reinventing a Research and Development Capacity," pp. 181-206 in Frederick M. Hess, ed., The Future of Educational Entrepreneurship: Possibilities for School Reform. Cambridge, MA: Harvard Education Press, 2008., Anthony S. Bryk and Louis M. Gomez

Annotation: Analyzes the status of the design-engineering-development method of school improvement; reviews the infrastructure needed for this type of development; discusses an agenda and funding for needed work.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Change, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation, Government Role in Educational Research & Development, Media and Computers in Curriculum Development, Curriculum Development Strategies, Knowledge Generation

Egan, Kieran, The Future of Education: Reimagining Our Schools from the Ground Up. New Haven, CT: Yale University Press, 2008., Kieran Egan

Annotation: Envisions an approach to teaching, curriculum, and schooling that focuses on accumulating five cognitive tools: somatic, mythic, romantic, philosophic,and ironic understandings; presents an imaginative future history from the years 2010-2060 of how changes from current practices to the ideal (called Imaginative Education) might occur.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum Theory Creation and Uses, Content Selection and Organization, Curriculum Frameworks

Gordon, Stephen P., ed., Collaborative Action Research:Developing Professional Learning Communities. New York: Teachers College Press, 2008., Stephen P. Gordon

Annotation: Reports a series of collaborative action research studies done by school-university partnerships; analyzes their results and the lessons learned from them; provides guidelines for doing this kind of action research.

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: Teacher Research

Deng, Zongyi, and Allan Luke, "Subject Matter: Defining and Theorizing School Subjects," pp. 66-87 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Zongyi Deng and Allan Luke

Annotation: Describes how curriculum planners draw upon disciplinary, practical, and experiential knowledge to develop subject matter for schooling; illustrates and analyzes the various approaches in relation to historical curriculum orientations and the changing demands of technology and society.

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

Westbury, Ian, "Making Curricula: Why Do States Make Curricula, and How?" pp. 45-65 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Ian Westbury

Annotation: Describes how states manage curriculum making and reforms; includes examples from several countries

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum and Politics, Government Role in Educational Research & Development, Comparative Curriculum, Content Selection and Organization

Greenwalt, Kyle, "Discursivity, Heteroglossia, and Interest: Revisiting Kliebard's Dewey," Education and Culture, 24(No.2, 2008), 41-53., Kyle Greenwalt

Annotation: Takes issue with Kliebard's treatment of U.S. curriculum politics (competing interests) by drawing on Baktin's notion of discourses and Dewey's notion of interests; offers an alternative rooted in concrete curriculum institutional practices.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

Teitelbaum, Kenneth, "Curriculum," pp. 168-177 in Sandra Mathison and E. Wayne Ross, eds., Battleground Schools. Westport, CT: Greenwood Press, 2008., Kenneth Teitelbaum

Annotation: Identifies controversies in the field of curriculum that require deliberation and decision; includes definitional issues, competing interests, what knowledge is of most worth, and a list of current debates over specific content.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Deliberation

Linn, Robert L., "Methodological Issues in Achieving School Accountability," Journal of Curriculum Studies, 40(December, 2008). 699-711., Robert L. Linn

Annotation: Analyzes differences between state and NCLB accountability systems that can account for schools meeting targets in the first instance but not in the second instance or vise versa; explores methodological issues between these accountability systems.

Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Program Audit/Evaluation

Young, Michael F. D., Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. New York: Routledge, 2008., Michael F. D. Young

Annotation: Contains fifteen essays on various aspects of the sociology of knowledge; several offer implications for curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, Knowledge Generation

Kennedy, Kerry J., and John C. K. Lee, "Curriculum Reform: School-Based Curriculum Development as a Strategy for Asia's Schools," pp. 89-107 in their The Changing Role of Schools in Asian Societies. New York: Routledge, 2008., Kerry J. Kennedy and John C. K. Lee

Annotation: Notes specific examples of employing the concept of SBCD in curriculum reform in Asian countries; assesses the prospects for increased use of this strategy in Asian schools.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

Smyth, John, "Critical Engagement for Collaborative Action Research," p. 58-76 in Stephen P. Gordon, ed., Collaborative Action Research: Developing Professional Learning Communities. New York: Teachers College Press, 2008., John Smyth

Annotation: Makes the case for taking a critical perspective in doing collaborative action research; examines five propositions necessitated by this perspective; argues vigorously for freedom from governmental restraint on using research approaches such as action research and other so-called "non-scientific" approaches.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Government Role in Educational Research & Development, Teacher Research, Practical Knowledge

Schubert, William H., "Curriculum Inquiry," pp. 399-419 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., William H. Schubert

Annotation: Reviews several decades of inquiry in curriculum related to practical inquiry, evaluation, existentialist perspectives, hidden curriculum, critical theory, teacher action research, reconceptualist theorizing, and curriculum history; the diversity of substantive topics addressed in this research is also illustrated; both the form and the substance of curriculum inquiry are treated alongside four paradigmatic perspectives (empirical-analytic, hermeneutic, critical, and post-modern).

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

Grumet, Madeleine. Amy Anderson, and Chris Osmon, "Finding Form for Curriculum Research," pp. 136-156 in Kathleen Gallagher, ed., The Methodological Dilemma: Creative, Critical, and Collaborative Approaches to Qualitative Research. New York: Rutledge, 2008., Madeleine Grumet, Amy Anderson, and Chris Osmon

Annotation: Suggests three ways curriculum may be studied: as a cultural object, as an event, and as a researcher's subjectivity--each with its appropriate form of qualitative method; case studies are included to illustrate these points.

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

Schiro, Michael Stephen, Curriculum Theory: Conflicting Visions and Enduring Concerns. Thousand Oaks, CA: Sage Publications, 2008., Michael Stephen Schiro

Annotation: Outlines four curriculum ideologies (scholar academic, social efficiency, learner-centered, and social reconstruction) and systematically illustrates and analyzes each ideology for its view of aims, knowledge, the child, learning, teaching, and evaluation; contrasts and compares the four curriculum ideologies, and provides an inventory for educators to identify their own curriculum ideologies.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Kridel, Craig, "What Is Curriculum Studies? As Others See the Field," Journal of Curriculum and Pedagogy, 5(Winter, 2008), 22-23., Craig Kridel

Annotation: Introduces fifteen essays that follow that are written by professors in others fields of education about how they view the field of curriculum studies.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Programs of Study in Curriculum and Instruction

Linn, Robert L., "Educational Accountability Systems," pp. 3-24 in Katherine E. Ryan and Lorrie A. Shepard, eds., The Future of Test-Based Educational Accountability. New York: Routledge, 2008., Robert L. Linn

Annotation: Reviews various types of assessments used in accountability systems in NCLB and other test-based approaches.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Program Audit/Evaluation

McCowan, Tristan, "Curricular Transposition in Citizenship Education," Theory and Research in Education, 6(No.2, 2008), 153-172., Tristan McCowan

Annotation: Poses a four-stage model of curriculum transposition as a process of moving from ideals and aspirations underlying an initiative--to a curricular program designed to achieve them--to its implementation in practice--to its effects on students; illustrated through analysis of a citizenship education project in Brazil.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum Implementation, Curriculum Development Strategies, Student Assessment, Comparative Curriculum

Kincheloe, Joe L., "The Curriculum and the Classroom," pp. 85-103 in Joe L. Kincheloe, ed., Classroom Teaching: An Introduction. New York Peter Lang, 2008. Reprinted pp. 611-632 in Joao M. Paraskeva and Shirley R. Steinberg, ed., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Joe L. Kincheloe

Annotation: Esplains why teaching is so difficult and limited under NCLB guidelines; advises teachers on how to teach under repressive conditions (after becoming aware of how knowledge is produced, how power shapes the curriculum, and how a critical perspective can assist); urges teachers to be developers.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Curriculum Development Strategies, Freedom/Authority and Curriculum, Government Role in Educational Research & Development, Ideology and School Knowledge, Local Control of Schooling, Social Efficiency/Control, Teacher Planning, Teacher Research, Teaching/Learning Process, Values in the Classroom

Bai, Heesoon, and Avraham Cohen, "Breathing Qi (Ch'i), Following Dao(Tao): Transforming This Violence-Ridden World," pp. 35-54 in Claudia Eppert and Hongyu Wang, eds., Cross-Cultural Studies in Curriculum: Eastern Thought, Educational Insights. New York: Lawrence Erlbaum, 2008., Heesoon Bai and Avraham Cohen

Annotation: Explains these concepts from Chinese philosophy and argues for curriculum based on these concepts as an antidote to Western dualism; stresses empmowerment through criticism, creativity, and ethics.

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

Davis, Jessica Hoffman, "The Case for the Arts in Education," pp. 43-78 in her Why Our Schools Need the Arts. New York: Teachers College Press, 2008., Jessica Hoffman Davis

Annotation: Gives five unique features and ten outcomes as compelling reasons for including the arts in education.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Art Education

Farrell, Joseph P., "Community Education in Developing Countries: The Quiet Revolution in Schooling," pp 369-389 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Joseph P. Farrell

Annotation: Summarizes research on traditional and community education forms of schooling in developing countries; reports a comparative analysis of programs in Columbia, Bangladesh, and Egypt; identifies areas of needed research.

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: Comparative Curriculum, Curriculum as Environment

Nieto, Sonia, Patty Bode, Eugenie Kang, and John Raible, "Identity, Community, and Diversity: Retheorizing Multicultural Curriculum for the Postmodern Era," pp. 176-197 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Sonia Patty Nieto, Bode Eugenie Kang, and John Raible

Annotation: Reviews research on multicultural education and related issues; presents three ethnographic studies that highlight the theoretic frameworks discussed.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Ethnographic Inquiry
Type of Study: Research Synthesis
Narrow Topic: Multicultural Education

Shwartz, Yael, Ayelet Weizman, David Fortus, Joseph Krajcik, and Brian Reiser, "THe IQWST Experience: Using Coherence as a Design Principle for a MIddle School Science Curriculum," Elementary School Journal, 109(November, 2008), 199-291., Yael Shwartz, Ayelet Weizman, David Fortus, Joseph Krajcik, and Brian Reiser

Annotation: Reports a study of how a middle school science curriculum dealt with five aspects of coherence.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Science, Content Selection and Organization

Null, J. Wesley, "William Bagley versus Arthur Bestor: Why the Standard Story is Not True," The Educational Forum, 72(No. 3, 2008), 200-214., J. Wesley Null

Annotation: Recovers the distinctive positions on teacher education curriculum held by these two men; shows what institutional forms these different conceptions took historically in higher education.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education, Higher Education Curriculum

Young, Michael, "From Constructivism to Realism in the Sociology of the Curriculum." pp. 1-28 in Gregory J. Kelly, Allan Luke, and Judith Green, eds., What Counts as Knowledge in Educational Settings: Disciplinary Knowledge, Assessment, and Curriculum. Review of Research in Education, 32, 2008. Washington, DC: American Educational Research Association, 2008., Michael Young

Annotation: Provides a thorough summary of the author's and other related work on the sociology of knowledge and the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Research Synthesis
Narrow Topic: Curriculum and the Disciplines, Content Selection and Organization

Cochran-Smith, Marilyn, and Kelly E. Demers, "Teacher Education as a Bridge? Unpacking Curriculum Controversies," pp. 261-281 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Marilyn Cochran-Smith and Kelly E. Demers

Annotation: Analyzes variations in U. S. teacher education curricula and explores three contemporary controversies in teacher education curriculum related to the professional knowledge base, the science of reading, and social justice.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teacher Education, Content Selection and Organization

Proefriedt, William A., High Expectations: The Cultural Roots of Standards Reform in American Education. New York: Teachers College Press, 2010., William A. Proefriedt

Annotation: Argues against the policies and practices of educational reformers who demand testing, high individual achievement for all, and an economic model of curriculum for national competitiveness; traces threads both for and against these views throughout American educational history; gives a close reading and balanced interpretation of our leading educators over the last 250 years.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Aims and Objectives, Curriculum Standards and Testing, Philosophical Schools, Value Assumptions and Ideologies in Curriculum

Doll, William E., Jr., "Complexity and the Culture of Curriculum," Educational Philosophy and Theory, 40(February, 2008), 190-212., William E. Doll Jr.

Annotation: Traces the culture within which curriculum design has been conceived historically; also draws implications from chaos and complexity sciences of the development of new forms of curriculum design and teaching.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization

Shepard, Lorrie A., "A Brief History of Accountability Testing, 1965-2007," pp. 25-46 in Katherine E. Ryan and Lorrie A. Shepard, eds., The Future of Test-Based Educational Accountability. New York: Routledge, 2008., Lorrie A. Shepard

Annotation: Traces the history of attempts in the U. S. to use tests for accountability purposes; discusses NAEP, minimum competency testing, National Commission on Excellence in Education, the Standards Movement, and the No Child Left Behind Act.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Program Audit/Evaluation

Zhang, Hua, "Toward a Confusian Vision of Curriculum," pp. 335-347 in Claudia Eppert and Hongyu Wang, eds., Cross-Cultural Studies in Curriculum: Eastern Thought, Educational Insights. New York: Lawrence Erlbaum, 2008., Hua Zhang

Annotation: Explicates the nature of a Confusian curriculum as based on moral creativity and aimed at the development of personhood.

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

Fullan, Michael, "Curriculum Implementation and Sustainability," pp. 113-122 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Michael Fullan

Annotation: Synthesizes what is known from recent research about curriculum innovation, reform, and implementation; treats whole school reforms as well as system reforms; describes projects in England, Seattle, Milwaukee, Chicago, and Ontario.

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

Cornbleth, Catherine, "Echo Effects and Curriculum Change," Teachers College Record, 110(October, 2008), 2148-2171., Catherine Cornbleth

Annotation: Analyzes the effects on curriculum policy and practice of external social actions by use of the "echo" metaphor; gives illustrations and notes what contributes to weaker or stronger management of echo effects.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Administration, Leadership, Finance, 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, Discourse Analysis

Pinar, William F., "A Portrait of Bill Doll," Journal of the Canadian Association of Curriculum Studies, 6(Spring-Summer, 2008), 21-23., William F. Pinar

Annotation: Provides an overview of the contributions of Bill Doll to the field of curriculum studies; several articles related to Doll's work follow this article.

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

Connelly, F. Michael, and Shijing Xu, "The Landscape of Curriculum and Instruction: Diversity and Continuity," pp 514-533 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., F. Michael Connelly and Shijing Xu

Annotation: Reflects on the content and significance of all the chapters in the Handbook; summarizes the current state-of-the-field of curriculum studies in its historical context and in relation to the 1992 Handbook; highlights global and comparative curriculum work.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum History, Literature of Curriculum

Whitson, James A., "Decomposing Curriculum, vs Curriculum-as-Text," Journal of Curriculum and Pedagogy, 5(Summer, 2008), 111-137., James A. Whitson

Annotation: Discusses and critiques the prevailing understandings of these two conceptions of curriculum; suggests ways curriculum inquiry can take into account the interweaving dimensions of curriculum realities including not only the formal textual aspects but also those embracing the formative experiences of the individual.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum as Experience

Pinar, William F., "Curriculum Theory Since 1950: Crisis, Reconceptualiztion, Internationalization," pp. 491-513 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., William F. Pinar

Annotation: Reviews the theorists who have contributed to understanding curriculum through multi-discursive efforts such as politically, autobiographically, gendered, postmodern, internationally, and more.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, Curriculum Theory Creation and Uses

Hjalmarson, Margaret A., and Richard A. Lesh, "Engineering and Design Research: Intersections for Education Research and Design," pp. 96-110 in Anthony E. Kelly, Richard A. Lesh, and John Y. Beck, eds., Handbook of Design Research Methods in Education. New York: Routledge, 2008., Margaret A. Hjalmarson and Richard A. Lesh

Annotation: Describes the parallels between engineering design processes and products and educational design processes and products.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies, Materials Development and Evaluation

Middleton, James, Stephen Gorard, Chris Taylor, and Brenda Bannen-Ritland, "The 'Compleat' Design Experiment," pp. 21-46 in Anthony E. Kelly, Richard A. Lesh, and John Y. Beck, eds., Handbook of Design Research Methods in Education. New York: Routledge, 2008., James Middleton, Stephen Gorard, Chris Taylor, and Brenda Bannen-Ritland

Annotation: Defines the grammar of the design research process in education (based on its practice in engineering); gives a multiple-phase model of the compleat design cycle; illustrates this with an extended example in mathematics instructional design.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies, Mathematics

Koretz, Daniel, "What Test Scores Tell Us About American Kids," pp. 74-112 in his Measuring Up: What Educational Testing Really Tells Us. Cambridge, MA: Harvard University Press, 2008., Daniel Koretz

Annotation: Presents well-argued explanations about what data from standardized tests can and cannot tell us about student achievement; draws on careful analyses of a variety of data from tests like the SAT to tests of international comparisons; alerts readers to several kinds of misinterpretations of test scores that are made by people lacking adequate understanding of the principles of measurement and test construction.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Standards and Testing, Student Assessment

Noddings, Nel, "The New Outspoken Atheism and Education," Harvard Educational Review, 78(Summer, 2008), 369-390., Nel Noddings

Annotation: Proposes ways of teaching religious vocabulary, history, and ideas in the public school curriculum within a legal framework that honors belief in God and non-belief in God in a religiously pluralistic society; argues the importance of doing so.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization

Bannen-Ritland, Brenda, and John Y. Beck, "Investigating the Act of Design in Design Research," pp. 299-319 in Anthony E. Kelly, Richard A. Lesh, and John Y. Beck, eds., Handbook of Design Research Methods in Education. New York; Routledge, 2008., Brenda Bannen-Ritland and John Y. Beck

Annotation: Stipulates the phases and methods of the Integrative Learning Design Framework and discusses related issues.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation