Citations from 2008
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
Henig, Jeffrey, R., "The Evolving Relationship between Researchers and Public Policy," 89(January, 2008), 357-360., Jeffrey R. Henig
Annotation: Describes five factors affecting the relationship between educational research and its use by policymakers: new means of dissemination, new discipline-based researchers and fragmentation of publication outlets, expanded corporate (non-public) producers of research, increased foundation-supported research, and increased bias induced by government requirements on research.
Broad Topical Focus: Curriculum Policies and Policy Making, Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Knowledge Utilization, Government Role in Educational Research & Development
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
Null, J. Wesley, "William Bagley versus Arthur Bestor: Why the Standard Story is Not True," The Educational Forum, 72(No. 3, 2008), 200-214., J. Wesley Null
Annotation: Recovers the distinctive positions on teacher education curriculum held by these two men; shows what institutional forms these different conceptions took historically in higher education.
Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education, Higher Education Curriculum
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
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
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
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
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
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
Kennedy, Kerry J., and John C. K. Lee, "Curriculum Reform: School-Based Curriculum Development as a Strategy for Asia's Schools," pp. 89-107 in their The Changing Role of Schools in Asian Societies. New York: Routledge, 2008., Kerry J. Kennedy and John C. K. Lee
Annotation: Notes specific examples of employing the concept of SBCD in curriculum reform in Asian countries; assesses the prospects for increased use of this strategy in Asian schools.
Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies
Hjalmarson, Margaret A., and Richard A. Lesh, "Engineering and Design Research: Intersections for Education Research and Design," pp. 96-110 in Anthony E. Kelly, Richard A. Lesh, and John Y. Beck, eds., Handbook of Design Research Methods in Education. New York: Routledge, 2008., Margaret A. Hjalmarson and Richard A. Lesh
Annotation: Describes the parallels between engineering design processes and products and educational design processes and products.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies, Materials Development and Evaluation
Middleton, James, Stephen Gorard, Chris Taylor, and Brenda Bannen-Ritland, "The 'Compleat' Design Experiment," pp. 21-46 in Anthony E. Kelly, Richard A. Lesh, and John Y. Beck, eds., Handbook of Design Research Methods in Education. New York: Routledge, 2008., James Middleton, Stephen Gorard, Chris Taylor, and Brenda Bannen-Ritland
Annotation: Defines the grammar of the design research process in education (based on its practice in engineering); gives a multiple-phase model of the compleat design cycle; illustrates this with an extended example in mathematics instructional design.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies, Mathematics
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
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
Semel, Susan F., and Alan R. Sadovnik, "The Contemporary Small-School Movement: Lessons from the History of Progressive Education," Teachers College Record, 110(September, 2008), 1744-1771., Susan F. Semel and Alan R. Sadovnik
Annotation: Examines similarities and differences between Central Park East Secondary School in New York City and earlier progressive schools such as the Dalton School and the City and Country School.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum History, Local Control of Schooling
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
Annotation: Summarizes research on traditional and community education forms of schooling in developing countries; reports a comparative analysis of programs in Columbia, Bangladesh, and Egypt; identifies areas of needed research.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Comparative Curriculum, Curriculum as Environment
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
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: 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
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
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
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
Bai, Heesoon, and Avraham Cohen, "Breathing Qi (Ch'i), Following Dao(Tao): Transforming This Violence-Ridden World," pp. 35-54 in Claudia Eppert and Hongyu Wang, eds., Cross-Cultural Studies in Curriculum: Eastern Thought, Educational Insights. New York: Lawrence Erlbaum, 2008., Heesoon Bai and Avraham Cohen
Annotation: Explains these concepts from Chinese philosophy and argues for curriculum based on these concepts as an antidote to Western dualism; stresses empmowerment through criticism, creativity, and ethics.
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Value Assumptions and Ideologies in Curriculum
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
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: Makes the case for taking a critical perspective in doing collaborative action research; examines five propositions necessitated by this perspective; argues vigorously for freedom from governmental restraint on using research approaches such as action research and other so-called "non-scientific" approaches.
Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Government Role in Educational Research & Development, Teacher Research, Practical Knowledge
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
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
Shwartz, Yael, Ayelet Weizman, David Fortus, Joseph Krajcik, and Brian Reiser, "THe IQWST Experience: Using Coherence as a Design Principle for a MIddle School Science Curriculum," Elementary School Journal, 109(November, 2008), 199-291., Yael Shwartz, Ayelet Weizman, David Fortus, Joseph Krajcik, and Brian Reiser
Annotation: Reports a study of how a middle school science curriculum dealt with five aspects of coherence.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Science, Content Selection and Organization
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
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
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
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
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
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
Annotation: Esplains why teaching is so difficult and limited under NCLB guidelines; advises teachers on how to teach under repressive conditions (after becoming aware of how knowledge is produced, how power shapes the curriculum, and how a critical perspective can assist); urges teachers to be developers.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Curriculum Development Strategies, Freedom/Authority and Curriculum, Government Role in Educational Research & Development, Ideology and School Knowledge, Local Control of Schooling, Social Efficiency/Control, Teacher Planning, Teacher Research, Teaching/Learning Process, Values in the Classroom
Citations from 2007
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Benavot, Aaron, and Cecilia Braslavsky, eds., School Knowledge in Comparative and Historical Perspective: Changing Curriculum in Primary and Secondary Education. Dordrecht, Netherlands: Springer, 2007., Aaron Benavot and Cecilia Braslavsky
Annotation: Reports 15 studies of curriculum change, content, and organization across and within various countries (see especially chapters 1, 12, and 15).
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, Ideology and School Knowledge
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
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
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
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
Annotation: Discusses what policymakers ought to want to know in order to create viable policies and analyzes the kinds of policy research required to provide them this knowledge, including instructional aspects, curriculum materials design, policy evaluation, among others.
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 Implementation, Knowledge Generation
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
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
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
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
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
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
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
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
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
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
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
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
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
Kennedy, Mary M., "Defining a Literature," Educational Researcher, 36(April, 2007), 139-147., Mary M. Kennedy
Annotation: Classifies different types of literature reviews and explores several issues related to determining the body of literature appropriate to each type; stipulates various distinctions and illustrates them with examples.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
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
Waks, Leonard J., "The Concept of Fundamental Educational Change," Educational Theory, 57(No. 3, 2007), 277-295., Leonard J. Waks
Annotation: Addresses the differences between educational change at the organizational and at the institutional levels of education; defines "fundamental change" in this context; examines Cuban's 1992 article on curriculum stability and change.
Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Organization Theory
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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