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Citations from 2008

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

Null, J. Wesley, "Curriculum Development in Historical Perspective," pp. 478-490 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., J. Wesley Null

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

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

Hjalmarson, Margaret A.,"Mathematics Curriculum Systems: Models for Analysis of Curricular Innovation and Development," Peabody Journal of Education, 83(October, 2008). 592-610., Margaret A. Hjalmarson

Annotation: Proposes a set of components of a curriculum system for investigating the purposes, representations, and conceptual systems inherent in models of curriculum related to mathematics teaching and learning; the three types of models proposed (content focused, pedagogically focused, learner centered) have relevance beyond the mathematics curriculum.

Broad Topical Focus: Curriculum Definitions, 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, Curriculum Frameworks

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

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

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

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

Boostrom, Robert, "Transdimensional Curriculum: A Review of the SAGE Handbook of Curriculum and Instruction," Curriculum and Teaching Dialogue, 10(Nos. 1 & 2, 2008), 281-300. Additional reviews of this Handbook appear in Curriculum Inquiry 39(January, 2009)., Robert Boostrom

Annotation: Reviews and critiques the 2008 Handbook and raises issues related to the treatment of some of its topics.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Literature, Literature of Curriculum

He, Ming Fang, JoAnn Phillion, Elaine Chan, and Shijing Xu, "Immigrant Students' Experience of Curriculum," pp. 219-239 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Ming Fang He, JoAnn Phillion, Elaine Chan, and Shijing Xu

Annotation: Traces several lines of inquiry on the topic and notes several unresolved issues as well as instances of hope and possibility.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum as Experience, Multicultural Education

Ainscow, Mel, "Teaching for Diversity: The Next Big Challenge," pp. 240-258 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Mel Ainscow

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

Glass, Gene V, "Notes on Theory, Research, and Policy," pp. 281-287 in Gene V Glass, Fertilizers, Pills, and Magnetic Strips: The Fate of Public Education in America. Charlotte, NC: Information Age Publishing, 2008., Gene V. Glass

Annotation: Gives the author's view of theory and conceptual frameworks in educational research and discusses the limited role educational research plays in educational policy-making.

Broad Topical Focus: 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 Utilization

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

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

Young, Michael F. D., "Curriculum Studies and the Problem of Knowledge: Updating the Enlightenment?" pp. 81-92 in Michael F. D. Young, Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. New York: Routledge, 2008., Michael F. D. Young

Annotation: Reflects on views of knowledge in the curriculum as evident in the field of Curriculum Studies; outlines an alternative approach with principles for guiding curriculum policy.

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 and the Disciplines

Fallace, Thomas, "Did the Social Studies Really Replace History in American Secondary Schools?" Teachers College Record, 110(October, 2008) 2245-2270., Thomas Fallace

Annotation: Re-examines the question of what groups dominated the history/social studies curriculum design controversy during the early 20th century in the US; provides analyses of the Committee of 10, Committee of 7, and Committee on Social Studies reports.

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

Sandlin, Jennifer A., "What Is(n't) Curriculum Studies?" Journal of Curriculum and Pedagogy, 5(WInter, 2008), 65-68., Jennifer A. Sandlin

Annotation: Contains a well elaborated statement on how the author (a professor of adult education) construes the field of curriculum studies and its purposes.

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 Theory Creation and Uses

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

Boote, David, "Notes Toward a Naturalistic Study of Education Research Methodology," Interchange, 39(July, 2008), 303-325., David Boote

Annotation: Discusses the need to examine how research is actually conducted in order to avoid blind adherence to methodology and to take context into account; urges producing reasoned arguments for research results.

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

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

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

Valli, Linda, Robert G. Croninger, Marilyn J. Chambliss, Anna O. Graeber,and Daria Buese. Test Driven: High-Stakes Accountability in Elementary Schools. New York: Teachers College Press, 2008., Linda Valli, Robert G. Croninger, Marilyn J. Chambliss, Anna O. Graeber, and Daria Buese

Annotation: Presents data on how high-stakes testing and NCLB affected three elementary schools in the same school district during 2004-2005; teachers' stories are told about the test-taking cultures that developed, how they affected teachers' roles and responsibilities, how the curriculum was affected by the test-taking culture, how professional development changed, and how actual teaching was driven by this culture; key findings and policy recommendations are included with this report.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing

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

McDonnell, Lorraine M., "The Politics of Educational Accountability: Can the Clock Be Turned Back?" pp. 47-67 in Katherine E. Ryan and Lorrie A. Shepard, eds.. The Future of Test-Based Educational Accountability. New York: Routledge, 2008., Lorraine M. McDonnell

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

William, Dylan, "What Should Education Research Do, and How Should It Do It?" Educational Researcher, 37(October, 2008), 432-438., Dylan William

Annotation: Draws on concepts from Aristotle, Churchman, and Nonaks & Takeuchi to analyze research and inquiry in education; supports a practical, clinical model of research.

Broad Topical Focus: 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, Practical Knowledge

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

Roby, Thomas W., IV, "How Joe Schwab Thinks: A Review of 'The Practical' after 40 Years," Journal of Curriculum Theorizing, 24(No. 1, 2008), 85-89., Thomas W. Roby IV

Annotation: Explores the meaning and potential impact of Schwab's view of "The Practical."

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, Curriculum Decision-making Processes
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 Deliberation, Curriculum Development Strategies

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

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

Young, Michael F. D., "Durkheim, Vygotsky, and the Curriculum of the Future," pp. 35-64 in Michael F. D. Young, Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. New York: Routledge, 2008., Michael F. D. Young

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

Franklin, Barry M., and Carla C. Johnson, "What the Schools Teach: A Social History of the American Curriculum since 1950," pp. 460-477 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Barry M. Franklin and Carla C. Johnson

Annotation: Examines ways schools have specified content for teaching in response to social pressures; cites school districts exemplifying life-adjustment, discipline-centered, basic skills, New Basics, and content area standards-based curricula at various times over the last half century.

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

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

Enns, Robin J., "Hidden Research in Curriculum," pp. 431-439 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Robin J. Enns

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

Short, Edmund C., "Curriculum Policy Research," pp. 420-430 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Edmund C. Short

Annotation: Gives an overview of curriculum policy research, outlines the approaches and inquiry methods being used in this domain of research, and maps out various facets of curriculum policy research that pertains to the policy-making process itself (developing, choosing, enacting, and evaluating policy options); cites illustrative studies in each category.

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

Stiegelbauer, Suzanne M., "The Dimensions of Implementation: From Plans to Action," pp. 112-133 in Stephen P. Gordon, ed., Collaborative Action Research: Developing Professional Learning Communities. New York: Teachers College Press, 2008., Suzanne M. Stiegelbauer

Annotation: Gives a synthesis of research on the implementation process as it relates to action research projects; is cast in practical language.

Broad Topical Focus: Curriculum Change, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Action Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Implementation, Knowledge Linkage, Knowledge Generation

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

Connelly, F. Michael, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., F. Michael Connelly, Ming Fang He, and JoAnn Phillion

Annotation: Contains 26 articles summarizing the state-of-the-field research in a wide variety of subtopics under Curriculum in Practice, Curriculum in Context, and Curriculum in Theory.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Literature of Curriculum

Kitching, Gavin, The Trouble with Theory: The Educational Costs of Postmodernism. University Park, PA: The Pennsylvania State University Press, 2008., Gavin Kitching

Annotation: Contains a set of philosophical arguments against theorists' adopting a postmodern philosophy of language like that found in the work of Foucault; draws on Wittgenstein's work to support the Enlightenment understanding of language and language use; critiques postmodern theorizing by students in excerpts from their theses.

Broad Topical Focus: Curriculum Theorists, Inquiry Language in Curriculum Research, Curriculum Research and Inquiry-General
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

Hess, Frederick, ed., When Research Matters: How Scholarship Influences Education Policy. Cambridge, MA: Harvard Education Press, 2008., Frederick Hess

Annotation: Contains eleven articles summarizing and assessing the status of educational research and its use by policy-makers; takes up topics such as federal research organizations in education, NCLB, out-of-field teachers, public opinion, the courts, school administrator decision-making, demand for/consumers of/and political influence on educational research.

Broad Topical Focus: Curriculum Research and Inquiry-General, Relation of Curriculum Research to Practice, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study:
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Knowledge Utilization, Knowledge Linkage

Citations from 2007

Hameyer, Uwe, "Transforming Domain Knowledge: A Systemic View at the School Curriculum," The Curriculum Journal, 18(December, 2007), 411-427., Uwe Hameyer

Annotation: Sets a conceptual framework (for relating curriculum knowledge, instructional knowledge, and school knowledge) within which the author discusses seven possible ways of transforming discipline-based domain knowledge into school subjects; also sets an agenda of needed research on this process of knowledge transformation; recommends professional action to facilitate work related to this process of doing actual knowledge transformation.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, School Subjects

Biesta, Gert, "Education and the Democratic Person: Toward a Political Conception of Democratic Education," Teachers College Record, 109(March, 2007), 740-769., Gert Biesta

Annotation: Distinguishes eduction "for" democracy from education "through" democracy and explicates the intellectual background for the latter as the preferred mode.

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

Clinchy, Evans, Rescuing the Public Schools: What It Will Take to Leave No Child Behind. New York: Teachers College Press, 2007., Evans Clinchy

Annotation: Offers an alternative model to NCLB; also describes programs in several progressive schools on which the author worked over the last 50 years.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum, Criticism of Schooling

Michael, Deanna L., and Sherman Dorn, "Accountability as a Means of Improvement: A Continuity of Themes," pp. 83-116 in Kathryn M. Borman and Sherman Dorn, eds., Educational Reform in Florida: Diversity and Equity in Public Policy. Albany, NY: State University of New York Press, 2007., Deanna L. Michael and Sherman Dorn

Annotation: Traces the historical development of the educational accountability system in Florida as enacted in the administration of Governor Bush (1999-2007); gives an appraisal of the system.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Local Control of Schooling, Curriculum Standards and Testing, Student Assessment

Sandlin, Jennifer A., and Jennifer L. Milam, "Cultural Jamming as Curriculum: Exploring the Critical Public Pedagogy of Adbusters and Reverend Billy," pp. 131-150 in Sheri Leafgren, Brian D. Schultz, Michael P. O'Malley, Larry Johnson, Jeanne F. Brady, and Audrey M. Dentith, eds., The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism. Troy, NY: Educator's International Press, 2007., Jennifer A. Sandlin and Jennifer L. Milam

Annotation: Describes efforts at jamming (or confronting) cultural messages in ads from a critical curriculum perspective.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Content Selection and Organization

Slattery, Patrick, Karen A. Krasney, and Michael P. O'Malley, "Hermenuetics, Aesthetics,and the Quest for Answerability: A Dialogic Possibilitiy for Reconceptualizing the Interpretive Process in Curriculum Studies," Journal of Curriculum Studies, 39(October, 2007), 537-558., Patrick Slattery, Karen A. Krasney, and Michael P. O'Malley

Annotation: Offers an account of seven approaches to hermeneutics (traditional theological, conservative philosophical, contextual, reflective, post-structural, critical, dialogical); advances dialogical hermeneutics as appropriate for curriculum development practice and illustrates in a case report; concludes with arguments supporting this approach.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

Kridel, Craig, and Robert V. Bullough, Jr., Stories of the Eight-Year Study: Reexamining Secondary Education in America. Albany, NY: State University Press of New York,2007., Craig Kridel and Robert V. Bullough Jr.

Annotation: Details many aspects of the history of the Eight-Year Study (1930-1942) and includes vignettes of several of its leading contributors (Aikin, Thayer, Eugene Smith, Tyler, Keliher, Zachry, Alberty, Bode, Willis). A review appears in Curriculum Inquiry, 40(March, 2010), 2905-316.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Development, Organization, Design, Curriculum Evaluation, Curriculum Change, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum History, Curriculum Integration, Curriculum Professors, Freedom/Authority and Curriculum, Literature, Literature of Curriculum, Local Control of Schooling, Secondary School Curriculum, Student Assessment

Karmon, Amnon, "Institutional Organization of Knowledge: The Missing Link in Educational Discourse," Teachers College Record, 109(March, 2007), 603-634., Amnon Karmon

Annotation: Describes two main models of organizing knowledge in an educational institution--inculcating existing knowledge and producing new knowledge; proposes a new model -- the pedagogical discipline -- that overcomes the shortcomings of the two traditional models.

Broad Topical Focus: Curriculum Development, Organization, Design, 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: Content Selection and Organization, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum

Selden, Steven, "Biological Determinism and the Narrative of Adjustment: The High School Biology Textbooks of Truman Jesse Moon, c 1921-1963," Curriculum Inquiry, 37(June, 2007), 159-196., Steven Selden

Annotation: Examines the presence of eugenics thought in a textbook series in biology along with the reasons for this content.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Science, Ideology and School Knowledge, Content Selection and Organization, Materials Development and Evaluation

Hansen, David T., Mary Erina Driscoll, and Rene V. Arcilla, eds., A Life in Classrooms: Philip W. Jackson and the Practice of Education. New York: Teachers College Press, 2007., David T. Hansen, Mary Erina Driscoll, and Rene V. Arcilla

Annotation: Presents eleven essays in honor of the professional life and work of Philip W. Jackson; including analyses of several of his writings, including Life in Classrooms, and his several works on Dewey; chapter 9 focuses on his contributions to Curriculum Studies.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Professors, Teaching/Learning Process, Classics of Curriculum Literature

Elliott, John, "From 'Human Capital' Theory to "Capability Theory" as a Driver of Curriculum Reform," pp. 142-165 in Bridget Somekh and Thomas A. Schwandt, eds., Knowledge Production: Research Work in Interesting Times. New York: Routledge, 2007, John Elliott

Annotation: Contrasts and combines elements of Sen's "capability theory' and Dewey's evaluative reasoning to posit a functional curriculum theory that replaces an objectives model with a process model.

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 Theory Creation and Uses, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

Wolk, Steven, "Why Go to School?" Phi Delta Kappan, 88(May, 2007), 648-658., Steven Wolk

Annotation: Proposes a curriculum to cover what schools do not teach: to shape self-identity, to acquire a love of learning, to become caring citizens, to see the moral and ecological implications of our actions, to appreciate cultural differences and to heal the social fabric, to assume responsibility for social and planetary well-being, to learn the processes of peace and non-violence, to gain critical media literacy, to enhance our responsibility for global well-being, to exercise creativity and imagination, and to learn how to conduct and maintain meaningful personal and family life.

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: Content Selection and Organization, Curriculum Aims and Objectives

Clements, Douglas H., "Curriculum Research: Toward a Framework for 'Research-based Curricula," Journal for Research in Mathematics Education, 38(January, 2007), 35-70., Douglas H. Clements

Annotation: Contrasts goals of curriculum development research and of science research; argues the case for curriculum research related to practice, policy, and theory; posits 10 phases for curriculum development research; applies the model to mathematics curriculum; gives ramifications and caveats.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
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, Mathematics

Mosher, Fritz, and Susan H. Fuhrman, "The Research that Policy Needs," pp. 372-382 in David K. Cohen, Susan H. Fuhrman, and Fritz Mosher, eds., The State of Education Policy Research. Mahwah, NJ: Lawrence Erlbaum, 2007., Fritz Mosher and Susan H. Fuhrman

Annotation: Discusses what would be necessary to produce knowledge related to successful policymaking (as a summary of earlier studies in the same volume); these are expressed as conditions, not as research agenda items.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Ethical Issues in Curriculum, Government Role in Educational Research & Development, Knowledge Generation

Biesta, Gert J. J., and Deborah Osberg,"Beyond Re/Presentation: A Case for Updating the Epistemology of Schooling," Interchange, 38(March, 2007), 15-29., Gert J. J. Biesta and Deborah Osberg

Annotation: Describes with careful analysis a presentational rather than a representational epistemology; ponders what schooling would be like if it relied upon the former rather than the latter; other articles follow on the implications of this thesis (p. 31 and p. 69).

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Value Assumptions and Ideologies in Curriculum, Content Selection and Organization, Curriculum Aims and Objectives

Freeman, Melissa, Kathleen de Marrais, Judith Preissle, Kathryn Roulston, and Elizabeth A. St. Pierre, "Standards of Evidence in Qualitative Research: An Incitement to Discourse," Educational Researcher, 36(January/February, 2007), 25-32., Melissa Freeman, Kathleen de Marrais, Judith Preissle, Kathryn Roulston, and Elizabeth A. St. Pierre

Annotation: Addresses questions related to standards of evidence in qualitative research in education.

Broad Topical Focus: 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, Qualitative Research

Cohen, David K., "Problems in Education Policy and Research," pp. 349-371 in David K. Cohen, Susan H. Fuhrman, and Fritz Mosher, eds., The State of Education Policy Research. Mahwah, NJ: Lawrence Erlbaum, 2007., David K. Cohen

Annotation: Reviews the changing shape of education policy and the problems of resource allocation, place of race in policy, teacher quality, and access to school; discusses the role of research in policymaking and the gap between policymakers and practitioners.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Curriculum Implementation

Stufflebeam, Daniel L., and Anthony J. Shinkfield, Evaluation Theory, Models, and Applications. San Francisco: Jossey-Bass, 2007., Daniel L. Stufflebeam

Annotation: Presents a thorough, comprehensive guide to the discipline of evaluation; covers 26 different approaches to doing evaluations classified within five major types; illustrates in detail seven of the best approaches; provides guidance on all practical aspects of evaluation work.

Broad Topical Focus: Curriculum Evaluation, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Status Study
Narrow Topic: Program Audit/Evaluation, Knowledge Generation

Clandinin, D. Jean, and Jerry Rosiek, "Mapping a Landscape of Narrative Inquiry: Borderland Spaces and Tensions," pp. 35-75 in D. Jean Clandinin, ed., Handbook of Narrative Inquiry: Mapping a Methodology. Thousand Oaks, CA: Sage, 2007., D. Jean Clandinin and Jerry Rosiek

Annotation: Situates narrative inquiry within a Deweyan theory of experience; shows how its philosophical assumptions differ from post-positivism, Marxism, and post-structuralism while sharing some of their assumptions.

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

Spring, Joel, A New Paradigm for Global School Systems: Education for a Long and Happy Life. Mahwah, NJ: Lawrence Erlbaum, 2007., Joel A. Spring

Annotation: Proposes a global curriculum focusing on "a long and happy life" rather than on economic/human capital as the overriding educational goal of schools around the globe.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies
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, Value Assumptions and Ideologies in Curriculum

Noddings, Nel, When School Reform Goes Wrong. New York: Teachers College Press, 2007., Nel Noddings

Annotation: Critiques current features of curriculum and instruction policies and practices, especially the No Child Left Behind Act.

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

Franklin, Barry M., and Gary McCulloch, eds., The Death of the Comprehensive High School? Historical, Contemporary, and Comparative Perspectives. New York: Palsgrave Macmillan, 2007, Barry M. Franklin and Gary McCulloch

Annotation: Offers ten chapters (reviews and case studies) of the successes, , problems and changes in the comprehensive high school in the United States and around the world over the last half-century and into the contemporary period; the introduction and the epilogue by the editors provide succinct summaries of this work.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, Secondary School Curriculum

Ball, Deborah Loewenberg, and Fancesca M. Foryani, "What Makes Education Research 'Educational'?" Educational Researcher, 36(December, 2007), 529-540., Deborah Loewenberg Ball and Fancesca M. Foryani

Annotation: Posits a formulation of multiple interactions named "the instructional dynamic" and argues that research in colleges of education should relate in some manner to these kinds of interactions at the heart of educational practice and policy; gives examples.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research and Inquiry-General, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge

Thiessen, Dennis, "Researching Student Experiences in Elementary and Secondary School: An Evolving Field of Study," pp. 1-76 in Dennis Thiessen and Alison Cook-Sather, eds., International Handbook of Student Experiences in Elementary and Secondary School. Dordrecht, Netherlands: Springer, 2007., Dennis Thiessen

Annotation: Gives a comprehensive overview of the available research on the topic, organized around three "orientations" in each of which are catalogued and described the major studies done in the periods 1966-1990 and 1991-2005; 28 articles follow which report research studies on specific subtopics.

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

Cohen, David K., Susan L. Moffitt, and Simona Goldin, "Policy and Practice," pp. 63-85 in David K. Cohen, Susan H. Fuhrman, and Fritz Mosher, eds., The State of Education Policy Research. Mahwah, NJ: Lawrence Erlbaum, 2007., David K. Cohen, Susan L. Moffitt, and Simona Goldin

Annotation: Views the policy/practice dilemma as a problem of consistency among four factors: aims, capabilities among practitioners to implement them, instruments used to encourage revised practice, and resources available.

Broad Topical Focus: Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

Waks, Leonard J., "Rereading 'Democracy and Education' Today," Education and Culture, 23(No.1, 2007), 27-37., Leonard J. Waks

Annotation: Draws on Dewey to suggest two emphases for the curriculum: 1) studies of transnational human concerns, and 2) shared activities/subject matter across ethnic and cultural groups locally; these can help to overcome the excesses of nationalism and a fractured culture.

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: Classics of Curriculum Literature, Content Selection and Organization, Curriculum Aims and Objectives

Benson, Lee, Ira Harkavy, and John Puckett, Dewey's Dream: Universities and Democracies in an Age of Education Reform. Philadelphia: Temple University Press, 2007., Lee Benson, Ira Harkavy, and John Puckett

Annotation: Describes an effort to inaugurate community schools in Philadelphia in partnership with the University of Pennsylvania; traces the community school concept to Dewey among others.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Democratic Education, Higher Education Curriculum, Literature of Curriculum

Hopkins, David, "Toward the 'Personalized' Curriculum" and "Metcognition and Learning How to Learn," pp. 60-69 in his Every School a Great School: Realizing the Potential of System Leadership. New York: Open University Press, 2007., David Hopkins

Annotation: Summarizes principles for creating the personalized curriculum and its constituent strategies, content, and skills.

Broad Topical Focus: 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 Aims and Objectives, Content Selection and Organization

Pinar, WIlliam F., "Introduction," pp. xi-xxxv in William F. Pinar, Intellectual Advancement through Disciplinarity: Verticality and Horizontality in Curriculum Studies. Rotterdam: Sense Publishers, 2007., WIlliam F. Pinar

Annotation: Advocates the study of the intellectual history of the discipline of Curriculum Studies and the analysis of the current status of the field as bases for moving it forward; points out advances in the field since the publication of Understanding Curriculum (1995); introduces other writings of his in the book.

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 Professors, Curriculum History, Curriculum Theory Creation and Uses

Kelly, Anthony E., and Robert K. Yin, "Strengthening Structured Abstracts for Education Research: The Need for Claim-Based Structured Abstracts," Educational Researcher, 36(April, 2007), 133-138., Anthony E. Kelly and Robert K. Yin

Annotation: Sets forth norms for writing structured abstracts of research reports in education based on the need to present convincing arguments for claims made in the research; provides a model for a research report itself.

Broad Topical Focus: Curriculum Inquiry Guidelines, 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: Knowledge Generation

Kincheloe, Joe L., "Critical Pedagogy in the Twenty-first Century," pp. 9-42 in Peter McLaren and Joe L. Kincheloe, eds., Critical Pedagogy: Where are We Now? New York: Peter Lang, 2007., Joe L. Kincheloe

Annotation: Traces the scholarly work in and the challenges ahead of the field of study called critical pedagogy; reviews and assesses its purposes, assumptions, methods of inquiry, and significance; identifies qualitative standards for its work.

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

Finser, Torin M., Silence is Complicity: A Call to Let Teachers Improve our Schools through Action Research -- Not NCLB. Great Barrington, MA: Steiner Books, 2007., Torin M. Finser

Annotation: Gives practical guidance for teachers doing action research; illlustrates work done in Waldorf schools

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

Thomas, Gary, Education and Theory: Strangers in Paradigms. New York: Open University Press, 2007., Gary Thomas

Annotation: Examines critically the tenacity with which education adheres to theory; chapter six explicitly critiques Strauss and Corwin's "grounded theory."

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

Madda, Christina L, Richard R. Halverson, and Louis M. Gomez, "Exploring Coherence as an Organizational Resource for Carrying Out Reform Initiatives," Teachers College Record, 109(August, 2007), 1957-1979., Christina L. Madda, Richard R. Halverson, and Louis M. Gomez

Annotation: Reports on a study of how one district's program design team approached implementing a reform program to provide district-wide student performance data; attention was given to attaining design process coherence as well as instructional program coherence.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum Development Strategies, Curriculum Standards and Testing

Connelly, F. Michael, with Shijing Xu, "On the State of Curriculum Studies: A Personal Practical Inquiry," Curriculum and Teaching Dialogue, 9(Nos. 1 & 2, 2007). 3-19., F. Michael Connelly and Shijing Xu

Annotation: Traces the author's entry into and contributions to the field of Curriculum Studies; highlights the study of teacher's practical knowledge; two related articles follow.

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, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Teacher Knowledge

Sudsawad, Pimjai, Knowledge Translation: Introduction to Models, Strategies, and Measures. Austin, TX: Southwestern Educational Development Laboratory, National Center for the Dissemination of Disability Research, 2007., Pimjai Sudsawad

Annotation: Defines knowledge translation and provides six models of knowledge translation; discusses the effectiveness of knowledge translation strategies; reviews methods of measuring knowledge use; broadly applicable but treated in the context of the medical field.

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

Deng, Zongyi, "Transforming the Subject Matter: Examining the Intellectual Roots of Pedagogical Content Knowledge," Curriculum Inquiry, 37(September, 2007), 279-295., Zongyi Deng

Annotation: Argues that determining what constitutes the subject matter of a school subject is a curricular task whereas transforming disciplinary content into pedagogical content knowledge is primarily a pedagogical task; the two are not the same.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines, Teacher Planning, Curriculum Development Strategies, Content Selection and Organization, Materials Development and Evaluation, School Subjects

Westbury, Ian, "Theory and Theorizing in Curriculum Studies," pp. 1-19 in Eva Forsberg, ed., Curriculum Theory Revisited (Research Reports No. 7). Uppsala, Sweden: Uppsala University, Studies in Educational Policy and Educational Philosophy, 2007., Ian Westbury

Annotation: Treats the topic from an international perspective.

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

Owen, John M., Program Evaluation: Forms and Approaches, 3rd ed. New York: The Guilford Press, 2007., John M. Owen

Annotation: Provides guidelines for doing evaluative inquiry related to making judgments on program quality.

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

Schubert, William H., "Social Justice in Curriculum and Pedagogy through Art, Advocacy, and Activism," pp. xi - xxxvi in Sheri Leafgren, Brian D. Schultz, Michael P. O'Malley, Larry Johnson, Jeanne F. Brady, and Audrey M. Dentith, eds., The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism. Troy, NY: Educator's International Press, 2007., William H. Schubert

Annotation: Introduces the volume by tracing historical themes in curriculum thought and in Schubert's professional experience that highlight the book's focus.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Contexts and Societal Influences, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, American/International Curriculum Organizations

Lee, Reginald S., Kathryn M. Borman, and William Tyson, "Florida's A+ Plan: Education Reform Policies and Student Outcomes," pp. 241-279 in Kathryn M. Borman and Sherman Dorn, eds., Educational Reform in Florida: Diversity and Equity in Public Policy. Albany, NY: State University of New York Press, 2007., Reginald S. Lee, Kathryn M. Borman, and William Tyson

Annotation: Reports and analyzes student outcomes data in Florida under Governor Bush's A+ Plan for the first years of implementation; poverty and race (among 20 variables) highly correlates with poor results.

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

Sosniak, Lauren A., "The Generalist Educator: Making a Mark in Curriculum Studies," pp. 108-121 in David T. Hansen, Mary Erina Driscoll, and Rene V. Arcilla, eds., A Life in Classrooms: Philip W. Jackson and the Practice of Education. New York: Teachers College Press, 2007., Lauren A. Sosniak

Annotation: Presents a summary of Philip W. Jackson's key curriculum ideas and their place in the field of Curriculum Studies.

Broad Topical Focus: Curriculum Theorists, 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 Professors, Curriculum as Experience, Curriculum as Environment

Hopkins, David, "Intelligent Accountability," pp. 93-114 in his Every School a Great School: Realizing the Potential of System Leadership. New York: Open University Press, 2007., David Hopkins

Annotation: Reviews arguments for and against accountability and short-term achievement targets within the British context; describes a system of intelligent accountabilty employing both internal and external assessments.

Broad Topical Focus: 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, Student Assessment, Program Audit/Evaluation

Biesta, Gert, "Why 'What Works' Won't Work: Evidence-Based Practice and the Democratic Deficit in Educational Research," Educational Theory, 57(No. 1, 2007), 1-22., Gert Biesta

Annotation: Critiques the arguments for limiting educational practices to those supported by evidence of success in achieving goals; explains why actions based on research require democratic deliberation.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research and Inquiry-General, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Government Role in Educational Research & Development, Knowledge Utilization

Howlett, James, and Brad Huff, "Industrial Arts/Technology: What Are We Doing?" Phi Delta Kappan, 88(June, 2007), 764-767., James Howlett and Brad Huff

Annotation: Makes the case for industrial arts/technology in the curriculum at the present time.

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, Computers and Technology as Subjects

Au, Wayne, "High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis," Educational Researcher, 36(June/July, 2007) 258-267., Wayne Au

Annotation: Reports a metsynthesis of 49 qualitative studies using template analysis to examine effects of high-stakes testing on subject matter content alignment/contraction, changes in form of knowledge (fractured/integrated), and pedagogic change (student/teacher-centered).

Broad Topical Focus: Curriculum Evaluation, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Qualitative Research, Curriculum Standards and Testing, Knowledge Generation

Sandlin, Jennifer A., Jennifer L. Milam, and Corrine M. Wickens, " 'Spend Smart, Live Rich': Popular Pedagogy and the Construction of the 'Good Consumer' in the Popular Culture Lifestyle Magazine 'Budget Living'," Journal of Curriculum and Pedagogy, 4(Summer, 2007), 113-135., Jennifer A. Sandlin, Jennifer L. Milam, and Corrine M. Wickens

Annotation: Presents a critical media analysis of what is conveyed to readers of the magazine 'Budget Living'; addresses the not-so-hidden curriculum of consumerism.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Discourse Analysis, Hidden Curriculum

Taubman, Peter, "What is to Be Done in the Age of Accountability?" pp. 1-13 in Sheri Leafgren, Brian D. Schultz, Michael P. O'Malley, Larry Johnson, Jeanne F. Brady, and Audrey M. Dentith, eds., The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism. Troy, NY: Educator's International Press, 2007., Peter Taubman

Annotation: Urges that professors of education not only resist accountability ideologies through their scholarly work but also that they refuse to comply with mandates related to this ideology.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Theorists, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Curriculum Professors

Nolen, Amanda L., and Jim Vander Putten, "Action Research in Education: Addressing Gaps in Ethical Principles and Practices," Educational Researcher, 36(October, 2007), 401-407., Amanda L. Nolen and Jim Vander Putten

Annotation: Explores unaddressed ethical issues related to conducting teacher (action) research and makes recommendations for addressing them.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum, Teacher Research

Hofman, Amos, Braca Alpert, and Izhak Schnell, "Education and Social Change: The Case of Israel's State Curriculum," Curriculum Inquiry, 37(December, 2007), 303-328., Amos Hofman, Braca Alpert, and Izhak Schnell

Annotation: Describes the changes over the last few decades in Israel's curriculum policies and content.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
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, Citizenship Education

Pinnegar, Stefinee, and J. Gary Daynes, "Locating Narrative Inquiry Historically," pp. 3-34 in D. Jean Clandinin, ed., Handbook of Narrative Inquiry: Mapping a Methodology. Thousand Oaks, CA: Sage, 2007., Stefinee Pinnegar and J. Gary Daynes

Annotation: Discusses four themes that emerge from the literature of narrative inquiry; 1) how the researcher relates to the persons who are the subjects of such studies, 2) the move from numbers to words, 3) the focus on the specific rather than the general, and 4) use of alternative epistemologies.

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

Lyons, Nora, "Narrative Inquiry: What Possible Future Influence on Policy and Practice," pp. 600-631 in D. Jean Clandinin, ed., Handbook of Narrative Inquiry: Mapping a Methodology. Thousand Oaks, CA: Sage, 2007., Nora Lyons

Annotation: Discusses the relationship of narrative inquiry to "scientifically-based research;" summarizes the nature of interpretive inquiry and the increasing use of narrative inquiry in law, medicine, and education; and highlights ways its results can relate to policy and practice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Policies and Policy Making
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Fiala, Robert, "Educational Ideology and the School Curriculum," pp 15-34 in Aaron Benavot and Cecilia Braslavsky, eds., School Knowledge in Comparative and Historical Perspective: Changing Curricula in Primary and Secondary Education. Dordrecht, Netherlands: Springer, 2007., Robert Fiala

Annotation: Reports a study of eighteen aims of education by world regions post WWII-2000.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Comparative Curriculum, Ideology and School Knowledge

Phillips, D. C., "Muddying the Waters: THe Many Purposes of Educational Inquiry," pp. 7-21 in Clifton F. Conrad and Ronald C. Serlin, eds., The Sage Handbook for Research in Education. Thousand Oaks, CA: Sage, 2006., D. C. Phillips

Annotation: Relates diversity of purposes of educational inquiry to those found in inquiry in the natural sciences and beyond.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

Hopmann, Stefan T., "No Child, No School, No State Left Behind: Comparative Research in the Age of Accountability," pp. 363-415 in Stefan T. Hopmann, Gertrude Brinek, and Martin Retzl, eds., PISA According to PISA. Vienna: Lit-Verlag, 2007., Stefan T. Hopmann

Annotation: Analyzes the multiple realities of accountability (child, school, state) within the context of NCLB in the U. S. and of other policies in European countries; comments on the pluses and minuses of PISA testing.

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

Hansen, David T., "John Dewey and a Curriculum of Moral Knowledge," Curriculum and Teaching Dialogue, 9(Nos. 1 & 2, 2007), 173-181., David T. Hansen

Annotation: Interprets Dewey's notion of the relation between knowledge, teaching the academic subjects, and the development of moral principles and purpose.

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

Hewitt, Randy, "Human Capital as the Summum Bonum of Public Education: Past and Present," The Educational Forum, 71(Winter, 2007), 128-140., Randy Hewitt

Annotation: Traces the influence of corporate interests on schools and school children; urges critical education to confront this narrow, undemocratic ideology.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Hansen, David T., ed., Ethical Visions of Education: Philosophies in Practice. New York: Teachers College Press, 2007., David T. Hansen

Annotation: Presents portrayals of ten eminent educational philosophers' ethical visions of educational practice, together with commentaries on each (Dewey, Freire, DuBois, Makiguchi, Jane Addams, Zingzhi, Montessori, Tagore, Steiner, and Schweitzer).

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum

Floden, Robert E., "Philosophical Issues in Educational Policy Research," pp. 3-15 in David K. Cohen, Susan H. Fuhrman, and Fritz Mosher, eds., The State of Education Policy Research. Mahwah, NJ: Lawrence Erlbaum, 2007., Robert E. Floden

Annotation: Addresses epistemological and political issues related to three approaches to educational policy research (economic, organizational, and critical).

Broad Topical Focus: 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: Value Assumptions and Ideologies in Curriculum

O'Malley, Michael P., "Conceptualizing a Critical Pedagogy of Human Soul: Ethnographic Implications for Curriculum Studies," Journal of Curriculum and Pedagogy, 4(Summer, 2007), 84-112., Michael P. O'Malley

Annotation: Reports a study of high school seniors'interior experiences and personal transformation during a 4-day Kairos curriculum group process event; highlights spirituality and soulful aspects of education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Religious Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Religious & Private Schooling, Qualitative Research, Values in the Classroom

Cohen, David K., Susan H Fuhrman, and Fritz Mosher, eds., The State of Education Policy Research. Mahwah, NJ: Lawrence Erlbaum, 2007., David K. Cohen, Susan H. Fuhrman, and Fritz Mosher

Annotation: Contains 16 chapters summarizing the current status of research topics related to education policymaking.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study:
Type of Study: Collection of Studies
Narrow Topic: Curriculum Deliberation, Curriculum Implementation