Citations from 2009
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
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
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
Berliner, David C., "MCLB (Much Curriculum Left Behind): A U. S. Calamity in the Making," The Educational Forum, 73(No. 4, 2009), 284-296., David C. Berliner
Annotation: Brings together research that demonstrates the narrowing of the U. S. curriculum that follows from "teaching for the test' and from "excessive testing"; gives examples of alternative policies.
Broad Topical Focus: Curriculum Evaluation, 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 Standards and Testing
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Apple, Michael W., Wayne Au, and Luis Armando Gandin, "Mapping Critical Education" pp.3-19 in Michael W. Apple, Wayne Au, and Luis Armando Gandin, eds., The Routledge International Handbook of Critical Education. New York: Routledge, 2009., Michael W. Apple, Wayne Au, and Luis Armando Gandin
Annotation: Traces the purposes, history, and forms of critical education and pedagogy.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Social Studies
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
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
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
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
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
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
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
Annotation: Provides a succinct but penetrating overview of Paulo Freire's ideas on critical pedagogy.
Broad Topical Focus: Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Practical Knowledge, Teaching/Learning Process
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
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
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
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
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
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
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
Wang, Jessica Ching-Sze, "Reconstructing Dewey on Democratic Education for a Globalized World," Educational Theory, 59(No. 4, 2009), 409-425., Jessica Ching-Sze Wang
Annotation: Elucidates Dewey's ideas on the nature of democracy and gives implications for education.
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Democratic Education
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
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
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
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
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
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
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
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
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
Citations from 2008
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
Ayers,William, Therese Quinn, David O. Stovall, and Libby Scheiern, "Teachers' Experience of Curriculum, Policy, Pedagogy, and Situation," pp. 306-326 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., William Ayers, Therese Quinn, David O. Stovall, and Libby Scheiern
Annotation: Cites research on the topic classified by various research approaches; major categories include policy and curriculum, curriculum and pedagogy, and situations of resistance and justice.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teacher Knowledge, Practical Knowledge, Curriculum and Politics, Teaching/Learning Process, Values in the Classroom
Craig, Cheryl J., and Vicki Ross, "Cultivating the Image of Teachers as Curriculum Makers," pp. 282-305 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Cheryl J. Craig and Vicki Ross
Annotation: Traces the literature on the topic over four decades; highlights the contributions of Schwab, Eisner, Seymour Fox, Shulman, and Connelly; takes note of related research on teacher-group planning, narratives, and action research.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Teacher Planning, Teacher Research, Curriculum Development Strategies, Authority of Teacher, Freedom/Authority and Curriculum
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
Annotation: Discusses contributions of Tyler, Smith/Stanley/Shores, Taba, Schwab, and other scholars to the evolving concept of curriculum development in the United States.
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, Curriculum Deliberation
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
Weaver-Hightower, Marcus B., "An Ecology Metaphor for Educational Policy Analysis: A Call to Complexity," Educational Researcher, 37(April, 2008), 153-167., Marcus B. Weaver-Hightower
Annotation: Presents a conceptualization of policy ecology and its uses in policy analysis in education.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Anderson-Levitt, Kathryn M., "Globalization and Curriculum," pp. 349-368 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Kathryn M. Anderson-Levitt
Annotation: Highlights the importance of an international or global perspective on curriculum; surveys a variety of cross-national studies of the intended, the enacted, and the achieved curriculum.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Policies and Policy Making, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Aims and Objectives, Comparative Curriculum, Local Control of Schooling
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
Scott, David, Critical Essays on Major Curriculum Theorists. New York: Routledge, 2008., David Scott
Annotation: Summarizes and critiques arguments for eleven curricular themes or ideas developed by eleven different curriculum theorists (Popham, Stenhouse, Hirst, Foucault, Apple, Bernstein, Vygotski, Bruner, Giroux, Schon, and John White).
Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum
Annotation: Discusses why test-based accountability developed as a dominant policy idea; explains what would have to change to install an alternative approach.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics
Hansen, David T., Rodino F. Anderson, Jeffrey Frank, and Kiera Nieuwejaar, "Reenvisioning the Progressive Tradition in Curriculum," pp. 440-459 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., David T. Hansen, Rodino F. Anderson, Jeffrey Frank, and Kiera Nieuwejaar
Annotation: Traces the intellectual resources found in Dewey, Emerson, Du Bois, Jane Addams for reenvisioning the progressive tradition in curriculum.
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: Curriculum Aims and Objectives
Annotation: Highlights curriculum research carried out on issues of interest to particular policy-making bodies, which often is not published or used outside the local context; urges that this hidden research be published and explored for its usefulness elsewhere.
Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Research Domains and Structure, Curriculum Evaluation, Relation of Curriculum Research to Practice, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Program Audit/Evaluation, Knowledge Utilization, Classroom Observation & Research
Annotation: Treats concepts of insularity and hybridity within an analysis of knowledge s viewed by Durkheim and Vygotsky; draws implications for curriculum; a related essay follows.
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: Content Selection and Organization, Curriculum and the Disciplines
Schubert, William H., "Sources of Wonder that Keep the Professoriate Alive and Relevant," The Sophist's Bane, 4(Spring, 2008), 11-19., William H. Schubert
Annotation: Highlights some personally preferred concepts of meaningful curriculum and mentions related resources.
Broad Topical Focus: Curriculum Conceptions and Theories, 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 Aims and Objectives
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
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
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
Annotation: Focuses on inclusive teaching practices used to respond to diversity among learners and on implications for school organizational arrangements and teacher behaviors.
Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Exceptional Education, Teaching/Learning Process
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
Erickson, Frederick, Rishi Bagrodia, Alison Cook-Sather, Manuel Espinoza, Susan Jurow, Jeffrey J. Shultz, and Joi Spencer, "Students' Experience of School Curriculum: The Everyday Circumstances of Granting and Withholding Assent to Learn," pp.198-218 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Frederick Erickson, Rishi Bagrodia, Alison Cook-Sather, Manuel Espinoza, Susan Jurow, Jeffrey J. Shultz, and Joi Spencer
Annotation: Explains the importance of studies on the topic, reviews a broad range of relevant research, and raises further questions that need to be studied.
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: Curriculum as Experience
Hansen, Klaus-Henning, "Rewriting Bildung for Postmodernity: Books on Educational Philosophy, Classroom Practice, and Reflective Teaching," Curriculum Inquiry, 38(January,2008), 93-115., Klaus-Henning Hansen
Annotation: Reviews three books (2000, 2002, 2003) on the concepts of Bildung and Bildung-centered Didaktik and underlines the need to rewrite Bildung today.
Broad Topical Focus: Curriculum Conceptions and Theories
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, Content Selection and Organization
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
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
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
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
Shaker, Paul, and Elizabeth E. Heilman,"The Changing Vision of Education in Our Democratic Society," pp. 1-15 in their Reclaiming Education for Democracy: Thinking Beyond No Child Left Behind. New York: Routledge, 2008., Paul Shaker and Elizabeth E. Heilman
Annotation: Examines, critically, origins of recent education policy in the U. S. and introduces nine related essays on various aspects of this topic.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Democratic Education
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
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
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
Buras, Kristen L., Rightist Multiculturalism: Core Lessons on Neoconservative School Reform. New York: Routledge, 2008., Kristen L. Buras
Annotation: Provides a thorough review and critique of E. D. Hirsh's Core Knowledge Movement; specifically challenges its neoconservative definition of multiculturalism.
Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum, Multicultural Education
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
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
Ladson-Billings, Gloria, and Keffrelyn Brown, "Curriculum and Cultural Diversity," pp. 153-175 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Gloria Ladson-Billings and Keffrelyn Brown
Annotation: Reviews the literature on the topic in the United States and in England from 1970 to the present and identifies nine research questions that must be asked of any curriculum that proposes to meet the needs of changing student populations.
Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Multiethnic Adaptation, Curriculum Differentiation
Begg, Andrew J. C., Emerging Curriculum. Rotterdam: Sense Publishers,2008., Andrew J. C. Begg
Annotation: Provides an autobiographical narrative of this New Zealand educator's emerging views of curriculum; focuses his report on selected incidents in teaching mathematics, writing textbooks, developing curriculum, teaching teachers, researching curriculum, and comparing international curricula; concludes with how he understands curriculum now.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Development Strategies, Comparative Curriculum, Knowledge Generation, Qualitative Research
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
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
Coulter, David L., and John R. Weins, eds., Why Do We Educate? Renewing the Conversation. 107th Yearbook of the National Society for the Study of Education, Vol. One. Walden, MA: Wiley Blackwell, 2008., David L. Coulter and John R. Weins
Annotation: Presents evocative ideas by more than twenty authors regarding fundamental purposes, ideals, and subject matters for consideration by educational policy-makers, school curriculum planners, and the public; aims at "renewing the conversation" on these topics.
Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum
Darling-Hammond, Linda, and Laura McCloskey, "What Would It Mean to be Internationally Competitive?" Phi Delta Kappan, 90 (December, 2008), 263-272., Linda Darling-Hammond and Laura McCloskey
Annotation: Suggests policy directions for U.S. education in light of policies in place in countries with outstanding achievement records (Finland, Sweden, Australia, United Kingdom, Hong Kong).
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing
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
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
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
Hansen, David T., "Curriculum and the Idea of a Cosmopolitan Inheritance," Journal of Curriculum Studies, 40(June, 2008), 289-312., David T. Hansen
Annotation: Traces the history of the idea of the cosmopolitan and various conceptions of cosmopolitanism; contrasts these ideas with other "isms," suggests that a cosmopolitan-oriented curriculum need not conflict with organizing curriculum content or structures but can affect the understanding or world inheritance of that content; discusses the contours of cosmopolitan sensibility and how to educate for it.
Broad Topical Focus: Curriculum Visions and Philosophies, 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, Value Assumptions and Ideologies in Curriculum, Teaching/Learning Process
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
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
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
Deyhle, Donna, Karen Swisher, Tracy Stevens, and Ruth Trinidad Galvan, "Indigenous Resistance and Renewal: From Colonizing Practices to Self-Determination," pp. 329-348 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Donna Deyhle, Karen Swisher, Tracy Stevens, and Ruth Trinidad Galvan
Annotation: Surveys the issues related to the education of indigenous populations in the Western Hemisphere; gives illustrations of programs focusing on language revitalization.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Differentiation, Comparative Curriculum