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Citations from 2007

 

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

 

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

 

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

Citations from 2006

 

Plank, David N., and Debbi Harris, "Minding the Gap Between Research and Policymaking," pp. 37-51 in Clifton F. Conrad and Ronald C. Serlin, eds., The Sage Handbook for Research in Education. Thousand Oaks, CA: Sage, 2006., David N. Plank and Debbi Harris

Annotation: Analyzes the issues concerning research questions, answers, and arguments that must be dealt with if the gap between research and policymaking is to be overcome.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, 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: Knowledge Utilization

 

Brady, Jeanne F., "Public Pedagogy and Educational Leadership: Politically Engaged Scholarly Communities and Possibilities for Critical Engagement," Journal of Curriculum and Pedagogy, 3(Summer, 2006), 57-60., Jeanne F. Brady

Annotation: Makes a challenging call and a persuasive argument for educational scholars and practitioners to engage in speaking up on public issues (including public education issues) through collegial communities that think and act together both ethically and responsibly; see also related articles in same issue, p. 87, p. 92.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Contexts and Societal Influences, 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 and Politics, Professionalization in Curriculum, Curriculum Professors, Ethical Issues in Curriculum

 

McNeil, Linda McSpadden, and Eileen M. Coppola, "Official and Unofficial Stories: Getting at the Impact of Policy on Educational Practice," pp. 681-699 in Judith L. Green, Gregory Camilli, and Patricia B. Elmore, eds., Handbook of Complementary Methods in Education Research. Mahwah, NJ: Lawrence Erlbaum, 2006., Linda McSpadden McNeil and Eileen M. Coppola

Annotation: Describes critical, narrative, and evaluative approaches to analyzing curriculum policy impacts; gives two case studies.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Narrative Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Banks, James A., "Democracy, Diversity, and Social Justice: Educating Citizens in a Global Age," pp. 199-213 in James A. Banks, Race, Culture, and Education: The Selected Works of James A. Banks. New York: Routledge, 2006., James A. Banks

Annotation: Sums up the author's ideas on educating citizens in a diverse multicultural world.

Broad Topical Focus: Curriculum Proposals in Coherent Form, 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: Citizenship Education, Democratic Education

 

Jardine, David W., "On Hermeneutics: 'Over and Above our Wanting and Doing'," pp. 269-288 in Kenneth Tobin and Joe L. Kincheloe, eds., Doing Educational Research: A Handbook. Rotterdam: Sense Publishers, 2006., David W. Jardine

Annotation: Examines the purposes and uses of hermeneutics in educational research.

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

 

Buras, Kristen L., and Michael W. Apple, "Introduction," pp.1-39 in The Subaltern Speak: Curriculum, Power, and Educational Struggles. New York: Routledge, 2006., Kristen L. Buras and Michael W. Apple

Annotation: Gives comprehensive context for understanding the ten studies that follow the introduction; defines subaltern communities and how they speak and act in education; analyzes issues of voice, identity, and whose knowledge is most valued.

Broad Topical Focus: Curriculum Policies and Policy Making, 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, Value Assumptions and Ideologies in Curriculum, Freedom/Authority and Curriculum, Ideology and School Knowledge

 

Kim, Pyeong-Gook, and J. Dan Marshall, "Synoptic Curriculum Texts: Representation of Contemporary Curriculum Scholarship," Journal of Curriculum Studies, 38(June, 2006), 327-350.*, Pyeong-Gook Kim and J. Dan Marshall

Annotation: Analyzes in detail eight recent synotic curriculum texts for their relative representation of reconcepualized curriculum scholarship; corrects a version of the article appearing in May 2005.

Broad Topical Focus: Curriculum Conceptions and Theories, Publication Outlets for Curriculum Research and Inquiry, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis, Scientific/Empirical Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Literature of Curriculum, Discourse Analysis, Curriculum History, Curriculum Professors, Value Assumptions and Ideologies in Curriculum

 

Halpin, David, "Understanding Curriculum as Utopian Text," pp. 147-157 in Alex Moore, ed., Schooling, Soiety, and Curriculum. New York: Routledge, 2006., David Halpin

Annotation: Argues the importance of utopian curriculum theorizing that represents public hope; draws on Skilbeck and critical theorists in modeling rhetorics of persuasion associated with creating utopian visions of curriculum.

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: Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses

 

McKnight, Douglas, "The Gift of Curriculum Method: Beginning Notes on William F. Pinar," Curriculum and Teaching Dialogue, 8(Nos. 1 & 2, 2006), 171-183., Douglas McKnight

Annotation: Reviews the significance of Pinar's attention to curriculum as currere in countering the historical thrust of curriculum as technical knowledge.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Criticism of Schooling, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Autio, Tero, Subjectivity, Curriculum, and Society: Between and Beyond German Didaktik and Anglo-American Curriculum Studies. Mahwah, NJ: Lawrence Erlbaum, 2006., Tero Autio

Annotation: Traces the intellectual contributions to the instrumentalist values underlying the dominant curriculum discourse of the 20th century; notes that both the Didaktik and American curriculum traditions fall within this instrumentalist ideology; quotes dozens of thinkers including Descarte, Weber, Calvin, Locke, Kant, and Tyler.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, 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: Value Assumptions and Ideologies in Curriculum, Social Efficiency/Control, Curriculum Theory Creation and Uses

 

Kilbourn, Brent, "The Qualitative Doctoral Dissertation Proposal," Teachers College Record, 108(April, 2006), 529-579., Brent Kilbourn

Annotation: Discusses components and qualities of a doctoral dissertation proposal; emphasizes the nature of arguments appropriate to the various parts and gives examples.

Broad Topical Focus: Curriculum Research and Inquiry-General, Inquiry Language in Curriculum Research
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, Qualitative Research

 

Scott, David, "Six Curriculum Discourses: Contestation and Edification," pp. 31-42 in Alex Moore, ed., Schooling, Society, and Curriculum. New York: Routledge, 2006., David Scott

Annotation: Identifies and critically appraises six discourses within which curriculum policies and policy-making are conducted: foundationalism, conventionalism, instrumentalism, technical rationality, critical pedagogy, and postmodernism.

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: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Paechter, Carrie, "Gender, Power, and Curriculum: An Inevitable Interconnection," pp. 75-86 in Alex Moore, ed., Schooling, Society, and Curriculum. New York: Routledge, 2006., Carrie Paechter

Annotation: Argues that power influences the ways curricular experiences are made available to boys and girls.

Broad Topical Focus: 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: Content Selection and Organization, Ideology and School Knowledge

 

Garman, Noreen, "Curriculum Leaders as Public Intellectuals in an Impoverished Landscape," Journal of Curriculum and Pedagogy, 3(Summer, 2006), 73-78., Noreen Garman

Annotation: Argues that curriculum leaders should become authors of a language that speaks truth to power rather than embracing or succumbing to a language of political bureau technology.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies, Inquiry Language in Curriculum Research
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 and Politics, Criticism of Schooling, Alternatives in Education, Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum

 

Kemp, Andrew T., "Engaging the Envionment: A Case for a Place-Based Curriculum," Curriculum and Teaching Dialogue, 8(Nos.1 & 2, 2006), 125-142., Andrew T. Kemp

Annotation: Defines place-based curriculum and reviews the literature related to it.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Content Selection and Organization, Curriculum as Environment

 

Feinberg, Walter, For Goodness Sake: Religious Schools and Education for Democratic Citizenship. New York: Routledge, 2006., Walter Feinberg

Annotation: Analyzes the relationship between religious schooling and public schooling in terms of the ways they educate for citizenship in a democracy; cites examples from several religious schools; argues for oversight of religious schools by the public with respect to their fostering educative and democratic values that acknowledge human development studies and what diverse religions believe; calls for requiring religious educators to have preparation in these matters as an expression of the public interest in religious schooling.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Religious & Private Schooling, Teacher Education, Citizenship Education, Democratic Education, Values in the Classroom

 

Weis, Lois, Cameron McCarthy, and Greg Dimitriadis, eds., Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple. New York: Routledge, 2006., Lois Weis, Cameron McCarthy, and Greg Dimitriadis

Annotation: Includes nine essays highlighting the contributions of Michael Apple to critical sociology of education; has concluding essay by Apple and interviews with him.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Page, Reba N., "Curriculum Matters," pp. 39-65 in David T. Hansen, ed., John Dewey and Our Educational Prospect: A Critical Engagement with Dewey's "Democracy and Education". Albany, NY: State University of New York Press, 2006., Reba N. Page

Annotation: Examines Dewey's ideas on the parallels between informal and formal educational experiences; points out how the sections of "Democracy and Education" that focus on curriculum can speak to our times as well as Dewey's times.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
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 as Experience

 

Graue, Beth, "The Transformative Power of Reviewing," Educational Researcher, 35(December, 2006), 36-41., Beth Graue

Annotation: Explores the purposes, the processes, and the ethics involved in doing peer reviews of research articles for publication and of other scholarly work.

Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry, Critique and Utilization of Curriculum Research and Inquiry, 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

 

Tabak, Iris, "Prospects for Change at the Nexus of Policy and Design," Educational Researcher, 35(March, 2006), 24-30., Iris Tabak

Annotation: Discusses the design of policy documents, their nature, structure, and role, for enhancing implementation; draws on the idea of "pattern language."

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Standards and Testing, Materials Development and Evaluation

 

Hess, Frederick M., and Michael J. Petrilli, No Child Left Behind Primer. New York: Peter Lang, 2006., Frederick M. Hess and Michael J. Petrilli

Annotation: Sets forth the complexities of the 2001 NCLB Act in understandable language; treats key provisions such as accountability and testing, qualified teachers, and more than 50 other programs and policies included in the law; acknowledges views of its supporters and its critics.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum and Politics, Curriculum Standards and Testing, Core Mandates

 

McKenney, Susan, Nienke Nieveen, and Jan van den Akker, "Design Research from a Curriculum Perspective," pp.67-90 in Jan van den Akker, Loeno Gravemeijer, Susan McKenney, and Nienke Nieveen, eds., Educational Design Research. New York: Routledge, 2006.*, Susan McKenney, Nienke Nieveen, and Jan van den Akker

Annotation: Explicates a comprehensive conceptual model of design research for use in the curriculum development domain; offers three cases; discusses dilemmas and ways to foster rigorous design research.

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

 

Hyun, Eunsook, "Transforming Instruction into Pedagogy through Curriculum Negotiation," Journal of Curriculum and Pedagogy, 3(Summer, 2006), 136-164*, Eunsook Hyun

Annotation: Presents a thoroughly elucidated, carefully justified general theory of curriculum and pedagogy involving negotiation and shared ownership of curriculum; contains several elaborate diagrams that capsulize aspects of the general theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Teaching/Learning Process, Conceptions of Teaching, Curriculum Development Strategies, Curriculum Implementation

 

Pinar, William F., "Relocating Cultural Studies into Curriculum Studies," pp. 79-93 in William F. Pinar, The Synoptic Text Today and Other Esssays: Curriculum Development after the Reconceptualization. New York: Peter Lang, 2006., William F. Pinar

Annotation: Gives a rationale for why scholarly work in Cultural Studies has been (and should be) incorporated into Curriculum Studies; illustrates with examples.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum as a Field of Practice and Study, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

 

Yanchar, Stephen C., and David D. Williams, "Reconsidering the Compatibility Thesis and Eclecticism: Five Proposed Guidelines for Method Use," Educational Researcher, 35(December, 2006), 3-12., Stephen C. Yanchar and David D. Williams

Annotation: Discusses issues inherent in mixed-methods research; posits guidelines for their use (contextual sensitivity, creativity, conceptual awareness, coherence, and critical reflection).

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: Comparisons Among Inquiry Modes, Qualitative Research, Knowledge Generation

 

Giroux, Henry A., "The Conservative Assault on America: Cultural Politics, Education, and the New Authoritarianism," pp. 23-41 in Henry A. Giroux, America on Edge: Henry A. Giroux on Politics, Culture, and Education. New York: Palgrave Macmillan, 2006., Henry A. Giroux

Annotation: Illustrates authoritarian policies and actions by the second Bush administration in the area of education and other arenas.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Democratic Education, Government Role in Educational Research & Development

 

Blumenfeld-Jones, Donald, "The Art of Renewing Curriculum Research," pp. 231-246 in Gloria Ladson-Billings and William F. Tate, eds., Educational Research in the Public Interest: Social Justice, Action, and Policy. New York: Teachers College Press, 2006., Donald Blumenfeld-Jones

Annotation: Calls for curriculum research to address the public interest through studies that utilize the arts and hermeneutic forms of inquiry.

Broad Topical Focus: Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay, Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Johnston, James Scott, Inquiry and Education: John Dewey and the Quest for Democracy. Albany, NY: State University of New York Press, 2006., James Scott Johnston

Annotation: Engages Dewey's views of inquiry, experience, growth, community, and democracy by detailing both critic's and supporter's writings on these topics and by offering his own resolution of the issues raised; traces these arguments quite thoroughly using quotations from Dewey and others and systematically analyzes and critiques them; interprets the role of education in all of these.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Democratic Education, Classics of Curriculum Literature, Knowledge Generation, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum

 

Confrey, Jere, "Comparing and Contrasting the National Research Council Report'On Evaluating Curricular Effectiveness' with the What Works Clearinghouse Approach," Educational Evaluation and Policy Analysis, 28(Fall, 2006), 195-213., Jere Confrey

Annotation: Points out similarities and differences in the research approaches used in these two efforts to establish curricular effectiveness in mathematics curricula.

Broad Topical Focus: Curriculum Evaluation, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Mathematics, Government Role in Educational Research & Development, Value Assumptions and Ideologies in Curriculum

 

Hemmings, Annette, "Great Ethical Divides: Bridging the Gap Between Institutional Review Boards and Researchers," Educational Researcher, 35(May, 2006), 12-18., Annette Hemmings

Annotation: Discusses challenges and strategies related to IRB procedures, with special attention to ethnographic and qualitative 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, Ethical Issues in Curriculum, Qualitative Research

 

Floden, Robert E., "What Knowledge Users Want," pp. 23-35 in Clifton F. Conrad and Ronald C. Serlin, eds., The Sage Handbook for Research in Education. Thousand Oaks, CA: Sage, 2006., Robert E. Floden

Annotation: Analyzes the multiple audiences for educational research and how they use research; draws out implications for authors of educational research.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, 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: Knowledge Utilization

 

Stablile, Micheline, "Problamatizing Education Inclusion through Heuristic Inquiry," pp. 35-47 in Noreen B. Garman and Maria Piantanida, eds., The Authority to Imagine: The Struggle toward Representation in Dissertation Writing. New York: Peter Lang, 2006., Micheline Stablile

Annotation: Describes five cycles of heuristic inquiry as employed in a study of inclusion.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Exceptional Education, Qualitative Research

 

Ladson-Billings, Gloria, and William F. Tate, eds., Education Research in the Public Interest. New York: Teachers College Press, 2006., Gloria Ladson-Billings and William F. Tate

Annotation: Contains 13 essays on facets of educational reserach in the public interest.

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

 

Jardine, David W., "'The Fecundity of the Individual Case': Considerations of the Pedagogic Heart of Interpretive Work," pp. 151-168 in David W. Jardine, Sharon Friesen, and Patricia Clifford, Curriculum in Abundance. Mahwah, NJ: Lawrence Erlbausm, 2006., David W. Jardine

Annotation: Explains the purposes and uses of interpretive (hermeneutic) forms of inquiry.

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

 

Kincheloe, Joe L., "The Right-Wing Politics of Knowledge and Education," pp. 31-68 in Shirley R. Steinberg and Joe L. Kincheloe, eds., What You Don't Know about Schools. New York: Palgrave Macmillan, 2006., Joe L. Kincheloe

Annotation: Explains why many Americans have bought into the now dominant regressive, oppressive, and anti-democratic educational policies supported by right-wing political groups; focuses on presumed threats to universal knowledge, to authority of colonial and racist powers, and to pedagogies of free inquiry.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Freedom/Authority and Curriculum, Criticism of Schooling

 

Cohen, Jonathan, "Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being," Harvard Eduational Review, 76(Summer, 2006), 201-237., Jonathan Cohen

Annotation: Advocates inclusion of this topic in schooling, reviews related contemporary practices, and suggests related action research; a related article by Noddings follows.

Broad Topical Focus: Curriculum Policies and Policy Making, 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, Character Education, Citizenship Education, Democratic Education, Ethical Issues in Curriculum, Psychology and Curriculum, Curriculum as Experience

 

Kridel, Craig, "Sweet Thoughts of Reverie: Rereading AERA Conference Programs 1974-2006," Journal of Curriculum Theorizing, 22(Fall, 2006), 95-103., Craig Kridel

Annotation: Notes trends and highlights in curriculum thought from an analysis of AERA program sessions related to curriculum theory from 1974-2006; urges a redirection toward commonalities that balance present exploration of individual interests.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Theory Creation and Uses, American/International Curriculum Organizations

 

Schoenfeld, Alan H., "What Doesn't Work: The Challenge and Failure of the What Works Clearinghouse to Conduct Meaningful Reviews of Studies of Mathematics Curricula," Educational Researcher, 35(March, 2006), 13-21., Alan H. Schoenfeld

Annotation: Reports the author's experience in critiquing the Clearinghouse's work in synthesizing research on mathematics curricula; draws implications about governmental ideology affecting integrity of inquiry; related articles follow.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Integrative Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Government Role in Educational Research & Development, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum, Mathematics

 

Mertler, Craig A., Action Research: Teachers as Researchers in the Classroom. Thousand Oaks, CA: Sage, 2006., Craig A. Mertler

Annotation: Gives detailed guidance for conducting all facets of an eight-step action research process.

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

 

Levine, Donald N., "Joseph Schwab's Assault on Facile Teaching," pp. 114-145 in his Powers of the Mind: The Reinvention of Liberal Learning in America. Chicago: The University of Chicago Press, 2006., Donald N. Levine

Annotation: Traces the intellectual contributions of Joseph J. Schwab at the University of Chicago and in the broader field of education.

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

 

Nozaki, Yoshiko, "Riding Tensions Critically: Ideology, Power/Knowledge, and Curriculum Making," pp. 69-89 in Lois Weis, Cameron McCarthy, and Greg Dimitriadis, eds., Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple. New York: Routledge, 2006., Yoshiko Nozaki

Annotation: Examines Foucault's idea of genealogy as a theory for curriculum; discusses this in relation to epistemological and methodological tensions concerning ideology and truth.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Content Selection and Organization, Curriculum Theory Creation and Uses

 

Barab, Sasha A., and Wolff-Michael Roth, "Curriculum-Based Ecosystems: Supporting Knowing from an Ecological Perspective," Educational Researcher, 35(June/July, 2006), 3-13., Sasha A. Barab and Wolff-Michael Roth

Annotation: Offers an ecological focal point for curriculum design using affordance networks, effectivity sets, and life-worlds.

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: Single Study
Narrow Topic: Content Selection and Organization, Knowledge Generation, Curriculum Frameworks, Curriculum Aims and Objectives, Curriculum as Experience, Curriculum as Environment, Teaching/Learning Process, Practical Knowledge

 

Green, Judith L., Gregory Camilli, and Patricia B. Elmore, eds., Handbook of Complementary Methods in Education Research. Mahwah, NJ: Lawrence Erlbaum, 2006., Judith L. Green, Gregory Camilli, and Patricia B. Elmore

Annotation: Gives guidelines on over40 kinds of research methods or approaches to educational inquiry; updates the second edition (1997) or Complementary Methods for Research in Education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

Mardis, Marcia A., and Ellen S. Hoffman, "Educational Digital Libraries: Platforms for Innovation and Equity," pp. 163-180 in Sharon Y. Tettegah and Richard C. Hunter, eds., Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools. New York: Elsevier, 2006., Marcia A. Mardis and Ellen S. Hoffman

Annotation: Presents a state-of-the-field report on policies and practices related to the development and use of digital libraries and the content available in them to teachers and students.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Media and Computers in Curriculum Development, Content Selection and Organization

 

Bruner, Jerome, In Search of Pedagogy: The Selected Works of Jerome S. Bruner, Volumes 1 and 2. New York: Routledge, 2006., Jerome Bruner

Annotation: Contains brief excerpts from the author's writings (1957-2004) including several that reflect his contributions on teaching and on curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Knowledge Generation, Classics of Curriculum Literature

 

Wraga, William, "Curriculum Theory and Development and Public Policy Making," Journal of Curriculum and Pedagogy, 3(Summer, 2006), 83-87., William Wraga

Annotation: Sets an agenda for the academic curriculum field: renew its commitment to public curriculum matters; provide curriculum leaders with conceptual tools for coping with public curriculum problems; and offer practical recommendations for resolving such problems.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists, Relation of Curriculum Research to Practice, Curriculum Policies and Policy Making
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, Curriculum Professors, Professionalization in Curriculum, Curriculum and Politics, Knowledge Linkage

 

Slabbert, Johannes A., and Annemarie Hattingh, " 'Where is the Post-modern Truth We Have Lost in Reductionist Knowledge?' A Curriculum Epitaph," Journal of Curriculum Studies, 38(December, 2006), 701-718., Johannes A. Slabbert and Annemarie Hattingh

Annotation: Discusses truth eradicated, truth revealed, the ethics of truth, the wholeness of truth, and constructing truth as bases for a future post-modern curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum, Ethical Issues in Curriculum

 

Phillips, D. C., "Assessing the Quality of Design Research Proposals, " pp. 93-99 in Jan van den Akker, Koeno Gravemeijer, Susan McKenney, and Nienke Nieveen, eds., Educational Design Research. New York: Routledge, 2006., D. C. Phillips

Annotation: Offers ways to assess the quality of design research proposals in education from a philosophical perspective.

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

 

Somekh, Bridget, Action Research: A Methodology for Change and Development. Maidenhead, Berks, UK: Open University Press, 2006., Bridget Somekh

Annotation: Describes the author's involvement as an action researcher in a series of projects over 25 years; discusses the way the projects were conceived and carried out; comments on problems and what was learned about doing action research.

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

 

Sloan, Kris, "Teacher Identity and Agency in School Worlds: Beyond the All-Good/All-Bad Discourse on Accountability-Explicit Curriculum Policies," Curriculum Inquiry, 36(Summer, 2006), 119-152., Kris Sloan

Annotation: Sets forth results of a study of teachers' actions in responding to accountability-related curriculum policies.

Broad Topical Focus: 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, Teacher Knowledge, Curriculum and Politics

 

Boote, David N., "Teachers' Professional Discretion and the Curricula," Teachers and Teaching, 12(August,2006), 461-478.*, David N. Boote

Annotation: Posits three developmental levels of teachers' professional discretion (procedural, substantive, innovative) in making teaching and curriculum decisions and describes the appropriate kinds of professional development required for teachers to move to the highest of these levels of professional discretion; discusses changes in curriculum policies and institutional practices and culture needed to acknowledge and foster teachers' development of innovative professional discretion.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching, 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: In-service Teacher Development, Teacher Education, Authority of Teacher, Curriculum Deliberation

 

McQueen, Kand S., "Breaking the Gender Dichotomy: The Case for Transgender Education in School Curriculum," Teachers College Record, Date Published: August 14, 2006. http://www.tcrecond.org. ID number 12663., Kand S. McQueen

Annotation: Reviews knowledge about transgendered students; challenges the two-gender assumption and shows how this affects all students; argues for including transgender curriculum in our schools.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization, Ideology and School Knowledge

 

Schmidt, William H., and Richard S. Prawat, "Curriculum Coherence and National Control of Education: Issue or Non-Issue?" Journal of Curriculum Studies, 38(December, 2006), 641-658., William H. Schmidt and Richard S. Prawat

Annotation: Reports a study in 37 countries of national policy instruments designed to produce curricular consistence and coherence; results indicate that national control is not as strongly associated with these desired outcomes as functional credibilty derived from alternative policy instruments.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Freedom/Authority and Curriculum, Curriculum and Politics, Local Control of Schooling, Textbooks

 

Willinsky, John, The Access Principle: The Case for Open Access to Research and Scholarship. Cambridge, MA: MIT Press, 2006., John Willinsky

Annotation: Provides a thorough analysis of the potential of on-line research publication and retrieval using new open access systems world-wide; makes the case for such systems and illustrates many of the needed elements that are already in place.

Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Linkage

 

Goertz, Margaret E., "Policy Analysis: Studying Policy Implementation," pp. 701-710 in Judith L. Green, Gregory Camilli, and Patricia B. Elmore, eds., Handbook of Complementary Methods in Education Research. Mahwah, NJ: Lawrence Erlbaum, 2006., Margaret E. Goertz

Annotation: Describes the policy analysis research approach; gives a case study of New Jersey whole school reform.

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

 

Porter, Andrew C., Curriculum Assessment," pp. 141-159 in Judith L. Green, Gregory Camilli, and Patricia B. Elmore, eds., Handbook of Complementary Methods in Education Research. Mahwah, NJ: Lawrence Erlbaum, 2006., Andrew C. Porter

Annotation: Discusses procedures for doing curriculum assessment.

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

 

Cary, Lisa J., "From Currere to Curriculum Spaces," pp. 133-138 in Lisa J. Cary, Curriculum Spaces: Discourse, Postmodern Theory, and Educational Research. New York: Peter Lang, 2006., Lisa J. Cary

Annotation: Sums up the basis of the author's Curriculum Space Research Theory that is explained in detail throughout her book and that highlights the curriculum issue: "the way we know what we know."

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

 

Bullough, Robert V., Jr., "Developing Interdisciplinary Researchers: What Ever Happened to the Humanities in Education?" Educational Researcher, 35(November, 2006), 3-10., Robert V. Bullough Jr.

Annotation: Makes the case for balanced research that includes not only scientific but also humanistic inquiry in education; discusses implications for graduate research training.

Broad Topical Focus: 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: Education as a Field of Study, Comparisons Among Inquiry Modes, Knowledge Generation, Qualitative Research, Programs of Study in Curriculum and Instruction

 

Noddings, Nel, Critical Lessons: What Our Schools Should Teach. New York: Cambridge University Press, 2006., Nel Noddings

Annotation: Identifies and argures for critical thinking topics of an existential nature that might be covered in the curriculum; includes self-understanding, facing war, home and parenting, relating to animals and nature, advertising and propaganda, making a living, gender, and religion.

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, Critical Thinking, Curriculum Aims and Objectives, Secondary School Curriculum, Value Assumptions and Ideologies in Curriculum

 

Levine, Donald N., "Goals for the Liberal Curriculum I: Powers of Prehension," pp. 190-203; and "II: Powers of Expression," pp. 204-219 in his Powers of the Mind: The Reinvention of Liberal Learning in America. Chicago: The University of Chicago Press, 2006., Donald N. Levine

Annotation: Sets forth eight powers of the mind as a proposed structure for liberal curriculum in higher education; includes four powers of prehension (audiovisual, kinesthetic, understanding verbal texts, understanding natural and cultural worlds) and four powers of expression (reflexive self, inventing statements-problems-actions, integrating knowledge, and communication).

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: Liberal Education/General Education, Higher Education Curriculum

 

Schultz, Brian, "Curriculum Based on 'Their' Priority Concerns," pp. 113-130 in Jennifer L. Milam, Stephanie Springgay, Kris Sloan, and B. Stephen Carpenter II, Curriculum for a Progressive, Proactive, Poetic, and Public Pedagogy. Troy, NY: Educator's International Press, 2006., Brian Schultz

Annotation: Reports on a civic action curriculum co-created by students and their teacher in the Cabrini Green section of Chicago.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum as Experience, Content Selection and Organization, Authority of Teacher, Social Studies

 

Cornbleth, Catherine, "Curriculum and Students: Diverting the Public Interest," pp. 199-212 in Gloria Ladson-Billings and William F. Tate, eds., Educational Research in the Public Interest: Social Justice, Action, and Policy. New York: Teachers College Press, 2006., Catherine Cornbleth

Annotation: Urges critical examination of the current approach to research in curriculum studies that does not take into account the student context of policy questions.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Knowledge Generation, Curriculum and Politics

 

Jardine, David W., Sharon Friesen, and Patricia Clifford, Curriculum in Abundance. Mahwah, NJ: Lawrence Erlbaum, 2006., David W. Jardine, Sharon Friesen, and Patricia Clifford

Annotation: Illuminates the potential of a curriculum in abundance rather than the deadliness of the current curriculum of scarcity; in his foreword to these essays, W. F. Pinar highlights the significance of this metaphoric vision of curriculum as presented by the authors.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Enactment and Teaching
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, Content Selection and Organization, Teaching/Learning Process

 

Horn, Raymond A., Jr., "What You Don't Know about Standards," pp. 69-87 in Shirley R. Steinberg, and Joe L. Kincheloe, eds., What You Don't Know about Schools. New York: Palgrave Macmillan, 2006., Raymond A. Horn Jr.

Annotation: Reviews the distinction between technical standards and standards of complexity and the differences in curriculum content, teaching and learning, and evaluation that result from the two types; argues for standards of complexity.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design, 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, Curriculum Aims and Objectives, Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

 

Dimitriadis, Greg, and George Kamberelis, Theory for Education. New York: Routledge, 2006., Greg Dimitriadis and George Kamberelis

Annotation: Presents sketches of the intellectual contributions of 23 twentieth century theorists (mostly outside of eduction) whose work have had implications for education; de Saussure, Bourdieu, Derrida, Foucoult, Freire, Vygotsky, and others.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses

 

Squire, Kurt, "From Content to Context: Videogames as Designed Experience," Educational Researcher, 35(November, 2006), 19-29., Kurt Squire

Annotation: Discusses the impact of videogames in education and their potential for conducting research on learning and on designing educational experiences; gives concrete illustrations.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Research Domains and Structure, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation, Media and Computers in Curriculum Development

 

Tobin, Kenneth, and Joe L. Kincheloe, eds., Doing Educational Research: A Handbook. Rotterdam: Sense Publishers, 2006., Kenneth Tobin and Joe L. Kincheloe

Annotation: Contains descriptions and illustrations of doing ten different kinds of educational research that have the potential of changing education, not just studying it; also contains chapters on general issues related to doing these kinds of research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

Burkhardt, Hugh, "From Design Research to Large-Scale Impact: Engineering Research in Education," pp. 121-150 in Jan van den Akker, Koeno Gravemeijer, Susan McKenney, and Nienke Nieveen, eds., Educational Design Research. New York: Routledge, 2006., Hugh Burkhardt

Annotation: Describes the engineering approach to design research; gives illustrations in education; advocates increased support for this kind of research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Curriculum Development Strategies, Government Role in Educational Research & Development, Knowledge Generation

 

Smith, Ralph A., "Toward Percipience: A Humaniites Curriculum for Arts Education," pp.124-140 in Ralph A. Smith, Culture and the Arts in Education. New York: Teachers College Press, 2006., Ralph A. Smith

Annotation: Offers a K-12 curriculum design for arts education that stresses arts of creation, arts of communication, arts of continuity, and arts of criticism.

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: Art Education, Aesthetics Education, Content Selection and Organization

 

Van den Akker, Jan, Keono Gravemeijer, Susan McKenney, and Nienke Nieveen, eds., Educational Design Research. New York: Routledge, 2006., Jan van den Akker, Keono Gravemeijer, Susan McKenney, and Nienke Nieveen

Annotation: Contains ten articles advocating and illustrating the use of design research in education as a form of developing products, practices, and policies.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Curriculum Development Strategies, Materials Development and Evaluation

 

Jardine, David W., "On the Integrity of Things: Reflections on the 'Integrated Curriculum'," pp. 171-176 in David W. Jardine, Sharon Friesen, and Patricia Clifford, Curriculum in Abundance. Mahwah, NJ: Lawrence Erlbaum, 2006., David W. Jardine

Annotation: Provides a rationale for curriculum that reflects the integrity rather than the fragmentation of living knowledge.

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

 

Spindler, George, and Lorie Hammond, eds., Innovations in Educational Ethonography: Theory, Methods, and Results. Mahwah, NJ: Lawrence Erlbaum, 2006., George Spindler and Lorie Hammond

Annotation: Discusses theoretical issues in ethnographic research with examples; gives illustrative applications of ethnographic approaches to educational settings.

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

 

Pinar, William F., "Complicated Conversation: Occasions for Intellectual Advancement in the Internationalization of Curriculum Studies," pp. 163-178 in William F. Pinar, The Synoptic Text Today and Other Essays: Curriculum Development after the Reconceptualization. New York: Peter Lang, 2006., William F. Pinar

Annotation: Sets forth a plan for internationalizing Curriculum Studies via scholarly exchanges, conferences, and mutual critiques; announces a Center to facilitate this work.

Broad Topical Focus: Curriculum Research and Inquiry-General, Critique and Utilization of Curriculum Research and Inquiry, Publication Outlets for Curriculum Research and Inquiry, 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: Comparative Curriculum, Knowledge Generation, American/International Curriculum Organizations

 

Pinar, William F., "'Bildung' and the Internationalization of Curriculum Studies," Transnational Curriculum Inquiry, 3(No. 2, 2006). http://nitinat.library.ubc.ca/ojs/index.php/tci, William F. Pinar

Annotation: Explores and analyzes differences between Didaktik and Bildung traditions in relation to North American Curriculum Studies.

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: Comparative Curriculum, American/International Curriculum Organizations, Content Selection and Organization

 

Stake, Robert E., Multiple Case Study Analysis. New York: Guilford, 2006., Robert E. Stake

Annotation: Shows how to design, analyze, and report studies that address common issues across a group of cases; illustrated using cases from three Eastern European countries.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Evaluative Inquiry, Ethnographic Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Qualitative Research, Program Audit/Evaluation, Comparative Curriculum

 

Wraga, William G., "Progressive Pioneer: Alexander James Inglis (1879-1924) and American Secondary Education," Teachers College Record, 108(June, 2006),1080-1105., William G. Wraga

Annotation: Presents Inglis' contributions to secondary education and analyzes them in relation to four interpretations of prgressivism offered by educational historians; places Inglis among pedagogical progressives.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Secondary School Curriculum, Value Assumptions and Ideologies in Curriculum

 

Doyle, Clar, and Amarjit Singh, "Curriculum," pp. 59-63 in their Reading and Teaching Henry Giroux. New York: Peter Lang, 2006., Clar Doyle and Amarjit Singh

Annotation: Summarizes Giroux's ideas on curriculum with citations to specific works.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum Theory Creation and Uses

 

Kliebard, Herbert M., "Dewey's Reconstruction of the Curriculum: From Occupation to Disciplined Knowledge," pp. 113-127 in David T. Hansen, ed., John Dewey and Our Educational Prospect: A Critical Engagement with Dewey's "Democracy and Education". Albany, NY: State University of New York Press, 2006., Herbert M. Kliebard

Annotation: Explicates Dewey's theory of curriculum as found in Chapters 13-15 of Dewey's Democracy and Education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Classics of Curriculum Literature, Curriculum as Experience, Content Selection and Organization

 

Nicholson-Goodman, Jo Victoria, "Confronting Authority and Self: Social Cartography and Curriculum Theorizing for Uncertain Times," pp. 49-63 in Noreen B. Garman and Maria Piantanida, eds., The Authority to Imagine: The Struggle toward Representation in Dissertation Writing. New York: Peter Lang, 2006., Jo Victoria Nicholson-Goodman

Annotation: Explains social cartography as a way of interpreting qualitative texts; offers a mapping of cultures of citizenship.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Curriculum Deliberation, Citizenship Education

 

Lemesianow, Christine A., and Jamie Grinberg, "Criticality in Education Research." pp. 211-233 in Kenneth Tobin and Joe L. Kincheloe, eds., Doing Educational Research: A Handbook. Rotterdam: Sense Publishers, 2006., Christine A. Lemesianow and Jamie Grinberg

Annotation: Analyzes processes involved in doing critical inquiry in education and discusses an example of a previously published study using this approach.

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

 

Richardson, Virginia, "The Doctorate in Education," pp. 251-267 in Chris M. Golde and George E. Walker, eds., Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline [Carnegie Essays on the Doctorate]. San Francisco: Jossey-Bass, 2006., Virginia Richardson

Annotation: Provides an overview of the Ph.D. degree in Education (both a field of study and an enterprise); discusses issues in these programs within three categories (formal knowledge, practical knowledge, and beliefs); contains a table outlining knowledge and habits of mind that are associated with seven outcomes of research preparation.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum as a Field of Practice and Study
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Programs of Study in Curriculum and Instruction, Education as a Field of Study, Practical Knowledge, Value Assumptions and Ideologies in Curriculum

 

Llewellyn, Marilyn, "Embracing a Language of Spiritual Inquiry," pp. 97-109 in Noreen B. Garman and Maria Piantanida, eds., The Authority to Imagine: The Struggle toward Representation in Dissertation Writing. New York: Peter Lang, 2006., Marilyn Llewellyn

Annotation: Expresses ways to engage spiritual language in the study of classroom relationships.

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

 

Ayalon, Hanna, "Nonhierarchical Curriculum Differentiation and Inequality in Achievement: A Different Story or More of the Same?" Teachers College Record, 108(June, 2006), 1186-1213., Hanna Ayalon

Annotation: Reports a study in Israel of student achievement inequality (by gender, soico-economic level, ability) when comparing students in subject differentiated curricula; concludes this type of diffentiation does not reduce educational inequalities; suggests policy implications.

Broad Topical Focus: Curriculum Evaluation, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Differentiation, Comparative Curriculum, Student Assessment, Enrollment Changes-Implications

 

Goodman, Jesse, Reforming Schools: Working Within a Progressive Tradition during Conservative Times. Albany, NY: State University of New York Press, 2006., Jesse Goodman

Annotation: Portrays work undertaken in reforming schools during th first twelve years of the existence of the Harmony Education Center's outreach services as described by its organizer and leader.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Freedom/Authority and Curriculum, Democratic Education, Value Assumptions and Ideologies in Curriculum, Qualitative Research

 

Ercikan, Kadriye, and Wolff-Michael Roth, "What Good is Polarizing Research into Qualitative and Quantitative? Educational Researcher, 35(June/July, 2006), 14-23., Kadriye Ercikan and Wolff-Michael Roth

Annotation: Conceives an eight dimension continuum from low-level to high-level inferences on which both quantitative and qualitative studies can be placed; calls for starting with research questions which then require different kinds of research methods and modes of inquiry to generate answers; collaboration among experts in different kinds of reserach methods may be required depending on where the study falls on the continuum.

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

 

Carlson, Dennis, "Are We Making Progress? Ideology and Curriculum in an Age of No Child Left Behind," pp. 91-114 in Lois Weis, Cameron McCarthy, and Greg Dimitriadis, eds., Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple. New York: Routledge, 2006., Dennis Carlson

Annotation: Comments on Apple's use of the language of ideology in the critique of hegemonic power and urges the forging of counter-hegemonic movements to act against control mechanisms in education, especially in NCLB.

Broad Topical Focus: Curriculum Theorists, 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: Curriculum and Politics, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum, Social Efficiency/Control

 

Garman, Noreen B., and Maria Piantanida, eds., The Authority to Imagine: The Struggle toward Representation in Dissertation Writing. New York: Peter Lang, 2006., Noreen B. Garman and Maria Piantanida

Annotation: Provides commentaries by members of a study group about their learnings and sharing regarding the doing and writing of various types of qualitative research studies as dissertations.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Hermeneutic Inquiry
Type of Study: Collection of Studies
Narrow Topic: Qualitative Research, Knowledge Generation, Comparisons Among Inquiry Modes

 

Apple, Michael W., and Kristen L Buras, eds., The Subaltern Speak: Curriculum, Power, and Educational Struggles. New York: Routledge, 2006., Michael W. Apple and Kristen L. Buras

Annotation: Offers perspectives on U. S. education from non-dominant and oppressed groups such as those oriented around the Core Knowledge Movement, home schooling, vouchers for African-Americans,indigenous and Chicano youth, the racially and sexually abused, those claiming academic freedom in the corporate academy,and those excluded by global cosmopolitanism, with additional examples from Taiwan and Brazil; includes analytic introductory and closing chapters.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, Curriculum and Politics, Value Assumptions and Ideologies in Curriculum

 

Smith, Ralph A., "Aesthetic Education: A Critical Necessity," pp. 111-123 in Ralph A. Smith, Culture and the Arts in Education. New York: Teachers College Press, 2006., Ralph A. Smith

Annotation: Describes four values of aesthetic education: excellence in art, aesthetic vision, critical thinking, and cultural altenatives.

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: Aesthetics Education, Art Education, Curriculum Aims and Objectives

 

Giroux, Henry A., The Giroux Reader. New York: Paradigm,2006, Henry A. Giroux

Annotation: Reprints 13 articles from 1983-2003 covering major areas of scholarship to which the author has contributed.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Ideology and School Knowledge, Conceptions of Teaching, Value Assumptions and Ideologies in Curriculum

 

Sunderman, Gail L., The Unraveling of No Child Left Behind: How Negotiated Changes Transform the Law. Cambridge, MA: The Civil Rights Project at Harvard University, 2006., Gail L. Sunderman

Annotation: Reviews the changes allowed since 2001 to the states in NCLB's rules for implementation.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Evaluative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Implementation

 

Schwartz, Morey, "For Whom Do We Write the Curriculum?" Journal of Curriculum Studies, 38(August, 2006), 449-457.*, Morey Schwartz

Annotation: Describes a form of curriculum writing called "rehearsal curriculum" that intends to educate the teacher to go through the same learning experiences that are to be used with students.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum as Experience, In-service Teacher Development, Materials Development and Evaluation, Teaching/Learning Process

 

Eryaman, Mustafaf Yunas, "A Hermeneutic Approach Toward Integrating Technology into Schools: Policy and Practice," pp. 143-160 in Sharon Y. Tettegah and Richard C. Hunter, eds., Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools. New York: Elsevier, 2006., Mustafaf Yunas Eryaman

Annotation: Advocates a hermeneutic approach (rather than a technical-procedural approach) to policymaking and evaluation; illustrates this approach in a case study of a classroom in Istanbul, Turkey.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Inquiry Guidelines, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Hermeneutic Inquiry
Type of Study: Single Study
Narrow Topic: Media and Computers in Curriculum Development, Knowledge Generation

 

Kunzman, Robert, Grappling with the Good: Talking about Religion and Morality in Public Schoools. Albany, NY: State University of New York Press, 2006., Robert Kunzman

Annotation: Argures that engaging with religious prespectives is a part of allowing ethical dialogue within the public school curriculum.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study:
Type of Study: Single Study
Narrow Topic: Citizenship Education, Religious & Private Schooling, Social Studies, Value Assumptions and Ideologies in Curriculum, Values in the Classroom

 

Nikitina, Svetlana, "Three Strategies for Interdisciplinary Teaching: Contextualizing, Conceptualizing, and Problem-Centered," Journal of Curriculum Studies, 38(June, 2006), 251-271., Svetlana Nikitina

Annotation: Distinguishes among a humanities, a scientific, and a crative-product-development form of epistemology in guiding interdisciplinary teaching; examples are given.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Integration, Content Selection and Organization, Higher Education Curriculum, Comparisons Among Inquiry Modes

 

Thayer-Bacon, Barbara, and Diana Moyer, "Philosophical and Historical Research," pp. 139-156 in Kenneth Tobin and Joe L. Kincheloe, eds., Doing Educational Research: A Handbook. Rotterdam: Sense Publishers, 2006., Barbara Thayer-Bacon and Diana Moyer

Annotation: Discusses the value and processes of doing philosophical and historical research in education.

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

 

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