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Citations from 2004

Teitelbaum, Kenneth, "Curriculum Theorizing," pp. 127-131 in Joe L. Kincheloe and Danny Weil, eds., Critical Thinking and Learning: An Encyclopedia for Parents and Teachers. Westport, CT: Greenwood Press, 2004., Kenneth Teitelbaum

Annotation: Defines the nature, goals, and processes of curriculum theorizing.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

Grossman, Pamela, and Clarissa Thompson, "District Policy and Beginning Teachers: A Lens on Teacher Learning," Educational Evaluation and Policy Analysis, 26(Winter, 2004), 281-301., Pamela Grossman and Clarissa Thompson

Annotation: Assesses the role that local curriculum policies, professional development, and mentoring had on three first-year teachers.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Teacher Knowledge

Lather, Patti, "This is Your Father's Paradigm: Government Intrusion and the Case of Qualitative Research in Education," Qualitative Inquiry, 10(February, 2004), 15-34., Patti Lather

Annotation: Critiques U. S. government's legislating "scientific" method through NCLB Act by employing three critical approaches.

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-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Government Role in Educational Research & Development, Value Assumptions and Ideologies in Curriculum

Blumenfeld-Jones, Donald, "Dance Curricula Then and Now: A Critical Historical-Hermenuetic Evaluation," pp. 125-153 in William M. Reynolds and Julie A. Webber, eds., Expanding Curriculum Theory: Dis/positions and Lines of Flight. Mahwah, NJ: Lawrence Erlbaum, 2004., Donald Blumenfeld-Jones

Annotation: Examines and critiques three models for dance education in terms of underlying assumptions.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hermeneutic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Physical Education, Aesthetics Education, Value Assumptions and Ideologies in Curriculum

Null, J. Wesley, "Social Efficiency Splintered: Multiple Meanings Instead of the Hegemony of One,' Journal of Curriculum and Supervision, 19(Winter, 2004), 99-124., J. Wesley Null

Annotation: Sets forth three distinct definitions of "social efficiency" in early 20th century curriculum history as opposed to one definition often assumed by historians.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum History, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

Hammersley, Martyn, "Some Questions about Evidenced-based Practice in Education," pp. 133-149 in Gary Thomas and Richard Pring, eds., Evidenced-based Practice in Education. New York: Open University Press, 2004.*, Martyn Hammersley

Annotation: Argues that research evidence should not be privileged to the exclusion of evidence from professional experience in choosing courses of action in educational policy-making and practice; explains the underlying flaws in the arguments put forth in favor of research-based practice.

Broad Topical Focus: Relation of Curriculum Research to Practice
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

Tschamen-Moran, Megan, and Nancy Nestor-Baker, "The Tacit Knowledge of Productive Scholars in Education," Teachers College Records, 106(July, 2004), 1484-1511., Megan Tschamen-Moran and Nancy Nestor-Baker

Annotation: Reports a study of 12 kinds of tacit knowledge held by prolific educational scholars.

Broad Topical Focus: Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Professors, Qualitative Research, Self-Knowledge

Galvan, Jose L., Writing Literature Reviews: A Guide for Students of the Social and Behavioral Sciences, 2nd ed. Glandale, CA: Pyrczak, 2004., Jose L. Galvan

Annotation: Gives structure and procedures for preparing and writing literature reviews.

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

Horn,Raymond A., Jr., Standards Primer. New York: Peter Lang, 2004., Raymond A. Horn Jr.

Annotation: Sets forth the fundamentals of standards as employed in education and contrasts the differences between the application of technical standards and standards of complexity.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Value Assumptions and Ideologies in Curriculum

McDonald, Joseph P. , "High School in the 21st Century: Managing the Core Dilemma," pp. 26 -44 in Floyd M. Hammack, ed., The Comprehensive High School Today. New York: Teachers College Press, 2004., Joseph P. McDonald

Annotation: Traces the history of the comprehensive high school with special attention to books by James B. Conant and Ted Sizer.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Secondary School Curriculum, Curriculum History

de Marrais, Kathleen, and Stephen D. Lapan, eds., Foundations of Research: Methods of Inquiry in Education and the Social Sciences. Mahwah, NJ: Lawrence Erlbaum, 2004., Kathleen de Marrais and Stephen D. Lapan

Annotation: Contains chapters describing 20 different forms of inquiry in education, how to do each, and citing examples.

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

Edgerton, Susan Huddleston, and Patrick Roberts, "Curriculum Theory and Practice: Searching for the Secret of Historic Tension," pp. 1-17 in Lesley Coia and others, eds., Democratic Responses in an Era of Standardization. Troy, NY: Educator's International Press, 2004., Susan Huddleston Edgerton and Patrick Roberts

Annotation: Analyzes the criticism of reconcepualized curriculum theory given by William Wraga in his 1999 Educational Researcher article; a response by Wraga follows on pp. 18-25.

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

Perlstein, Daniel, "William Van Til and the Nashville Story: Curriculum, Supervision, and Civil Rights," Journal of Curriculum and Supervision, 20(Fall, 2004), 31-38., Daniel Perlstein

Annotation: Covers the role of curriculum leader William Van Til in desegregation efforts in Nashville in the 1950s; also contains other biographical information on his professional life and work.

Broad Topical Focus: Curriculum Theorists, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Professors, Curriculum and Politics, Democratic Education, Multicultural Education

Spillane, James P., Standards Deviation: How Schools Misunderstand Education Policy. Cambridge, MA: Harvard University Press, 2004., James P. Spillane

Annotation: Provides case histories of Michigan's standards-based reforms in science and mathematics from 1992-1996.

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

White, John, "Introduction," "Shaping a Curriculum," and "Conclusion," pp. 1-29; 179-190 in John White, ed., Rethinking the School Curriculum: Values, Aims, and Purposes. New York: RoutledgeFalmer, 2004. A version also appears pp. 114-128 in John White, The Curriculum and the Child: The Selected Works of John White. London: Rougledge, 2005., John White

Annotation: Describes and critiques the post-2000 National Curriculum in England--overall and by subjects.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Aims and Objectives, Criticism of Schooling, Curriculum Standards and Testing

Gutek, Gerald Lee, Philosophical and Ideological Voices in Education. Boston: Pearson/Allyn & Bacon, 2004., Gerald Lee Gutek

Annotation: Catelogues seven philosophies of education, seven educational ideologies, and four theories of education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Philosophical Schools, Value Assumptions and Ideologies in Curriculum, Curriculum Theory Creation and Uses

Stein, Sandra J., The Culture of Education Policy. New York: Teachers College Press, 2004., Sandra J. Stein

Annotation: Reports a study of critical and ideological assumptions found in the discourse surrounding the passage and implementation of ESEA and NCLB.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Discourse Analysis, Government Role in Educational Research & Development, Local Control of Schooling, Curriculum and Politics, Curriculum Implementation, Value Assumptions and Ideologies in Curriculum

Nash, Robert J., Liberating Scholarly Writing: The Power of Personal Narrative. New York: Teachers College Press, 2004., Robert J. Nash

Annotation: Makes the case for and gives guidance for doing Scholarly Personal Narratives; several examples are provided.

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

Gay, Geneva, "Curriculum Theory and Multicultural Education," pp. 30-49 in James A. Banks and Cherry A. McGee Banks, eds., Handbook of Research on Multicultural Education, 2nd ed. San Francisco: Jossey-Bass, 2004.*, Geneva Gay

Annotation: Revises and updates article by the same name in the 1995 first edition of the Handbook.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories, Curriculum Decision-making Processes, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Research Synthesis
Narrow Topic: Multicultural Education, Values in the Classroom

Spillane, James P., Standards Deviation: How Schools Misunderstand Education Policy. Cambridge, MA: Harvard University Press, 2004., James P. Spillane

Annotation: Presents a case study of curriculum policy implementation of standards-based science and math policies in Michigan schools (1992-1996) at the district and classroom levels.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching, Curriculum Administration, Leadership, Finance, Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Standards and Testing, Curriculum and Politics, Content Selection and Organization, Local Control of Schooling, Government Role in Educational Research & Development, Core Mandates

Kliebard, Herbert M., "The Mounting Challenge to the Subject Curriculum,'' pp. 200-221, and "The State of School Subjects at Midcentury," pp. 222-249, in Herbert M. Kliebard, The Struggle for the American Curriculum, 1893-1958, 3rd ed. New York: RoutledgeFalmer, 2004., Herbert M. Kliebard

Annotation: Outlines the struggle between the "need"/"core" curriculum and the academic subjects curriculum in the 1940s and 1950s; describes the struggles going on within the academic subjects as well for direction of the curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

Emory, Kathy, and Susan Ohanian, "No Matter Who's Talking about Educational Reform, Look for the Footprints of the Business Roundtable," pp. 114-140 in their Why Is Corporate America Bashing our Public Schools? Portsmouth, NH: Heinemann, 2004., Kathy Emory and Susan Ohanian

Annotation: Traces the political influence of the Business Roundtable from 1989 to date on federal legislation; reports resistance to their influence and laws.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, 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 Standards and Testing, Curriculum and Politics, Curriculum History

Breault, Donna L. Adair, "The Fall of the Public Academic," pp. 53-76 in David M. Callejo Perez, Stephen M. Fain, and Judith J. Slater, eds., Pedagogy of Place: Seeing Space as Cultural Education. New York: Peter Lang, 2004., Donna L. Adair Breault

Annotation: Argues for educators taking on the role of public intellectual; some analysis of the decline of this role.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Curriculum Professors, Professionalization in Curriculum, Value Assumptions and Ideologies in Curriculum

Carson, Richard N., "A Taxonomy of Knowledge Types for Use in Curriculum Design," Interchange, 35(March, 2004), 59-79., Richard N. Carson

Annotation: Poses a classification of nine knowledge types (empirical, rational, conventional, conceptual, cognitive process skills, psychomotor, affective , narrative, and received) for use in curriculum lesson planning.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teacher Planning

Wixson, Karen K, Elizabeth Dutro, and Ruth G. Athan, "The Challenge of Developing Content Standards," pp. 69-107 in Robert E. Floden, ed., Review of Research in Education, 27: 2003. Washington, DC: American Educational Research Association, 2004.*, Karen K. Wixson, Elizabeth Dutro, and Ruth G. Athan

Annotation: Traces the history of the entire content standards movement, with special attention to the English language arts, both state and national influences.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Curriculum Standards and Testing, English, Freedom/Authority and Curriculum, Government Role in Educational Research & Development, Value Assumptions and Ideologies in Curriculum

Peters, Michael A., and Nicholas C. Burbules, Poststructuralism and Educational Research. Lanham,MD: Rowman & Littlefield, 2004., Michael A. Peters and Nicholas C. Burbules

Annotation: Contrasts and gives affinities between structuralism and poststructuralism, distinguishes positivist and human sciences, provides introductory summaries of Foucault, Derrida, and feminist approaches to educational research, treats Marx, Friere, Giroux, Lather, and Ball 's understanding of research along with illustrations in educational research.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Knowledge Generation, Comparisons Among Inquiry Modes

Citations from 2003

Null, J. Wesley, "An Intellectual Progressive Educator: Toward a Rereading of William Chandler Bagley, 1874-1946," TheEducational Forum, 67(Summer, 2003), 300-307., J. Wesley Null

Annotation: Corrects some earlier views of Bagley's position on progressive education and gives a summary of his life and contributions to education.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

Bernhardt, Victoria L., "No Schools Left Behind," Educational Leadership, 60(February, 2003), 26-30., Victoria L. Bernhardt

Annotation: Provides a schema for generating evaluative research questions related to four kinds of data, treated singly or in combination: demographics, student learning, perceptions and school processes data.

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

Holliday, William G., and Berchie W. Holliday, "Why Using International Comparative Math and Science Achievement Data form TIMSS in Not Helpful," The Educational Forum, 67(Spring, 2003), 250-257., William G. Holliday and Berchie W. Holliday

Annotation: Argues against using TIMSS results because of widely differing characteristics among countries assessed.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Science, Mathematics

Kridel, Craig, and Vicky Newman, "A Random Harvest: A Multiplicity of Studies in American Curriculum History Research," pp. 637-650 in William F. Pinar, ed., International Handbook of Curriculum Research. Mahwah, NJ: Lawrence Erlbaum, 2003., Craig Kridel and Vicky Newman

Annotation: Reviews the development of historical research in curriculum in the United States from the 1960s to the present; cites studies done in eight categories of historical research in curriculum; analyzes the current status of this research.

Broad Topical Focus: Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History

Kuiper, Wilmad, Nienke Nieveen, and Irene Visscher-Voerman, "Curriculum Development from a Technical-Professional Perspective," pp. 177-198 in Jan van den Akker, Wilmad Kuiper, and Uwe Hameyer, eds., Curriculum Landscapes and Trends. Dordrecht: Kluwer Academic Publishers, 2003., Wilmad Kuiper, Nienke Nieveen, and Irene Visscher-Voerman

Annotation: Focuses on the formulation and use of design methodologies and practices in the Netherlands with illustrative examples.

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

Toshakkori, Abbas, and Charles Teddlie, "The Past and the Future of Mixed Methods Research" pp. 671-701 in their Handbook of Mixed Methods in Social and Behavioral Research. Thousand Oaks, CA: Sage, 2003., Abbas Toshakkori and Charles Teddlie

Annotation: Discusses the utility, design issues, inferences , logistics, and fundamental principles related to mixed methods research; a related chapter by the same authors introduces this volume of 28 chapters on various methods of mixed methods research.

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

Apple, Michael W., ed., The State and the Politics of Knowledge. New York: RoutledgeFalmer, 2003., Michael W. Apple

Annotation: Describes ways that the state and school knowledge are interrelated; introduces illustrative examples from several countries.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, Value Assumptions and Ideologies in Curriculum, Comparative Curriculum, Government Role in Educational Research & Development

Akker, Jan van den, Wilmad Kuiper, and Uwe Hameyer, eds., Curriculum Landscapes and Trends. Dordrecht: Kluwer Academic Publishers, 2003., Jan van den Akker, Wilmad Kuiper, and Uwe Hameyer

Annotation: Contains analyses of curricular innovations in the Netherlands, United Kingdom, Germany, Israel, and Finland.

Broad Topical Focus: Curriculum Change, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum

McCarthy, Cameron, Michael D. Giardina, Susan Juanita Harewood, and Jin-Kyung Park, "Contesting Culture: Identity and Curriculum Dilemmas in the Age of Globalization, Postcolonialism, and Multiplicity," Harvard Educational Review, 73(Fall, 2003), 449-465., Cameron McCarthy, Michael D. Giardina, Susan Juanita Harewood, and Jin-Kyung Park

Annotation: Analyzes trends in globalization, postcolonialism, and identity in relation to popular culture; distinguishes monological and postcolonialist theories and their implications for curriculum and pedagogy, siding with the latter; comments on several preceding related articles.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Content Selection and Organization, Liberal Education/General Education, Ideology and School Knowledge

Reynolds, William M., "The Curriculum of Curiosity or a Curriculum of Compassion: Bait Fishing or Shadow Casting," pp. 42-53 in his Curriculum: A River Runs Throught It. New York: Peter Lang, 2003., William M. Reynolds

Annotation: Argues for a curriculum of compassion that cares about people--not just what they think or do; focuses on the problems of our times, not on control, accountability, and efficiency.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
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, Values in the Classroom

Dolby, Nadine, "Popular Culture and Democratic Practice," Harvard Educational Review, 73(Fall, 2003), 258-284., Nadine Dolby

Annotation: Reviews the history of popular culture research and its place in practical action; discusses the need for radical democratic practices that utilize popular culture as a site for political struggle.

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Democratic Education, Value Assumptions and Ideologies in Curriculum

Goertz, Margaret, and Mark Duffy, "Mapping the Landscape of High-Stakes Testing and Accountability Programs," Theroy into Practice, 42(Winter,2003), 4-11., Margaret Goertz and Mark Duffy

Annotation: Describes states' testing and accountability policies and the effect of No Child Left Behind Act on them.

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

Pan, M. Ling, Preparing Literature Reviews: Qualitative and Quantitative Approaches. Los Angeles: Pyrczak, 2003., M. Ling Pan

Annotation: Describes all phases of producing and writing literature reviews using over 100 practical guidelines.

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

Fullan, Michael, Change Forces with a Vengeance. New York: RoutledgeFalmer, 2003., Michael Fullan

Annotation: Sums up what is known on educational change processes; stresses policy alignment, strengthening capacity of teachers and administrators, and working conditions; cites sussessful reforms at school, district, and state levels.

Broad Topical Focus: Curriculum Change, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Organization Theory, Value Assumptions and Ideologies in Curriculum

Le Metais, Joanna, "International Trends in Curriculum Frameworks," The Educational Forum, 67(Sping, 2003), 235-247., Metais Joanna Le

Annotation: Reports results and draws implications from a study of curriculum policy frameworks in 18 countries conducted by the National Foundation for Educational Research (England).

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Comparative Curriculum, American/International Curriculum Organizations, Curriculum Frameworks

Wraga, William G., and Peter Hlebowitsh, "Toward a Renaissance in Curriculum Theory and Development in the U.S. A.," Journal of Curriculum Studies, 35(July, 2003), 425-437., William G. Wraga and Peter Hlebowitsh

Annotation: Offers ways to revitalize curriculum theory and development; three responses follow.

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

Conle, Carola, "An Anatomy of Narrative Curricula, Educational Researcher, 32(April, 2003), 3-15., Carola Conle

Annotation: Analyses narrative , story, and narrating in light of Schwab's commonplaces of curriculum--student, teacher, subject matter, and milieu; gives examples from the classroom and from research using narrative; notes four results of narrative curricula.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Peterson, Frances R. A. , Democracy and Intolerance: Christian School Curricula, School Choice, and Public Policy. Bloomington, IN: Phi Delta Kappa International, 2003., Frances R. A. Peterson

Annotation: Analyzes school social studies textbooks (and others) sold by three conservative religious publishers for use in private Protestant Christian schools; examines ideological treatment of politics, economics, foreign affairs, history, court cases, Roman Catholics, and non-Western religions; discusses related public policy issues.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Textbooks, Value Assumptions and Ideologies in Curriculum, Ideology and School Knowledge, Curriculum and Politics, Religious & Private Schooling

Alexander, Hanan A., "Education as Spiritual Critique: Dwayne Huebner's Lure of the Transcendent," Journal of Curriculum Studies, 35(March, 2003), 231-245., Hanan A. Alexander

Annotation: Gives a critique of Huebner's views on education from philosophical and theological perspectives.

Broad Topical Focus: Curriculum Theorists, 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: Value Assumptions and Ideologies in Curriculum

Bullough, Robert V., Jr., and Craig Kridel, "Adolescent Needs, Curriculum, and the Eight-Year Study," Journal of Curriculum Studies, 35(March, 2003), 151-169., Robert V. Bullough Jr. and Craig Kridel

Annotation: Describes the historical debate over adolescent needs among members of the Progressive Education Association during the period of the Eight-Year Study; traces views of Alberty, Zachry, Thayer, and Bode; discusses the role of social philosophy in current curriculum development.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Democratic Education, Needs Assessment, Value Assumptions and Ideologies in Curriculum, Classics of Curriculum Literature

O'Sullivan, Edmund, "The Project and Vision of Transformative Learning," pp. 233-247 in Donna Trueit, William E. Doll, Jr., Hongyu Wang, and William F. Pinar, eds., The Internationalization of Curriculum Studies. New York: Peter Lang, 2003., Edmund O'Sullivan

Annotation: Proposes a curriculum vision centered around transformative learning.

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

Bohan, Chara Haeussler, "Early Vanguards of Progressive Education: The Committee of Ten, The Committee of Seven, and Social Education," Journal of Curriculum and Supervision, 19(Fall, 2003), 73-94., Chara Haeussler Bohan

Annotation: Examines antecedents of the Progressive Education Association; clarifies the work of these two committees and their relation to the social studies curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Social Studies, Value Assumptions and Ideologies in Curriculum, Classics of Curriculum Literature

Morrison, Keith, "Complexity Theory and Curriculum Reform in Hong Kong," Pedagogy, Culture, and Society, 11(No.2, 2003), 279-302., Keith Morrison

Annotation: Describes the framework for the complexity-based curriculum adopted in 2001 in Hong Kong, its key features, and the principles upon which it is based; analyzes its strengths and weaknesses.

Broad Topical Focus: Curriculum Conceptions and Theories, 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, Comparative Curriculum

Eisenhart, Margaret, and Lisa Towne, "Contestation and Change in National Policy on 'Scientifically Bases' Education Research," Educational Researcher, 32(October, 2003), 31-38., Margaret Eisenhart and Lisa Towne

Annotation: Traces the definitions of educational research that appear in varied federal education legislation passed in 2000 through 2003 and notes the uses intended for each and the effect of outside testimony in shifting the language that eventually appeared in these laws.

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, Government Role in Educational Research & Development, Comparisons Among Inquiry Modes

Britzman, Deborah P., "The Question of Belief," pp. 243-254 in her Practice Makes Perfect: A Critical Study of Learning to Teach, Revised edition. Albany, NY: SUNY Press, 2003., Deborah P. Britzman

Annotation: Discusses issues in doing critical ethnography with special reference to the study reported in this book.

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

Hichling-Hudson, and Roberta Ahlquest, "Contesting the Curriculum in the Schooling of Indigenous Children in Australia and the United States: From Eurocentrism to Culturally Powerful Pedagogues," Comparative Education Review, 47(February, 2003), 64-89., . Hichling-Hudson and Roberta Ahlquest

Annotation: Compares four schools' curricula and evidence of these two pedagogies in these different schools.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Value Assumptions and Ideologies in Curriculum

Trueit, Donna, William E. Doll, Jr., Hongyu Wang, and William F. Pinar, eds., The Internationalization of Curriculum Studies. New York: Peter Lang, 2003., Donna Trueit, William E. Doll Jr., Hongyu Wang, and William F. Pinar

Annotation: Presents eighteen papers from the 2000 Conference by authors from twelve countries.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Comparative Curriculum, American/International Curriculum Organizations

van den Akker, Jan, "Curriculum Perspectives: An Introduction," pp. 1-10 in Jan van den Akker, Wilmad Kuiper, and Uwe Hameyer, eds., Curriculum Landscapes and Trends. Dordrecht: Kluwer Academic Publishers, 2003., Jan van den Akker

Annotation: Conceptualizes curriculum levels, components, and development strategies in a spider web model.

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, Curriculum Development Strategies

Laanemets, Urve, "Reflecions on a Dialogue about Education for the Future," pp. 117-135 in Donna Trueit, William E. Doll, Jr., Hongyu Wang, and William F. Pinar, eds., The Internationalization of Curriculum Studies. New York: Peter Lang, 2003., Urve Laanemets

Annotation: Suggests areas of curriculum inquiry for the Estonian education system and offers two models of curriculum designs for post-socialist countries.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Comparative Curriculum

Kelly, Anthony E., "Research as Design," Educational Researcher, 32(January/February, 2003), 3-4., Anthony E. Kelly

Annotation: Introduces a series of articles that follow on the role of design in educational research.

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

Reid, William A., "Curriculum as Institutionalized Learning: Implications for Theory and Research," Journal of Curriculum and Supervision, 19(Fall, 2003), 29-43., William A. Reid

Annotation: Discusses the nature, history, and future of curriculum in instituional terms.

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: Value Assumptions and Ideologies in Curriculum, Curriculum History

Giroux, Henry A., "Leaving Most Children Behind," pp. 71-102 in Henry A. Giroux, The Abandoned Generation: Democracy Beyond the Culture of Fear. New York: Palgrave Macmillan, 2003., Henry A. Giroux

Annotation: Analyzes the Bush administration's education policies and their effects, with a focus on the No Child Left Behind Act.

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

Schubert, William H., "The Curriculum-Curriculum: Experiences in Teaching Curriculum," Curriculum and Teaching Dialogue, 5(No. 1, 2003), 9-21., William H. Schubert

Annotation: Dicusses ways the author has approached his teaching of curriculum studies over the years and gives his view of his own educational journey in the curriculum field.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Enactment and Teaching, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum as Experience

Giroux, Henry A., "Pedagogy of the Depressed: Beyond the New Politics of Cynicism," pp. 143-168 in Michael Peters, Colin Lankshear, and Mark Olssen, eds., Critical Theory and the Human Condition: Founders and Praxis. New York: Peter Lang, 2003., Henry A. Giroux

Annotation: Argues the case for the politics of pedagogy and the role of critical pedagogy in shaping what students learn about a changing society and a re-energized civic democracy.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Conceptions of Teaching, Curriculum and Politics, Higher Education Curriculum, Democratic Education, Value Assumptions and Ideologies in Curriculum

Bookwalter, Keith, "WES: A Theory and Framework for an International Curriculum," pp. 35-50 in Donna Trueit, William E. Doll, Jr., Hongyu Wang, and William F. Pinar, eds., The Internationalization of Curriculum Studies. New York: Peter Lang, 2003., Keith Bookwalter

Annotation: Offers a curriculum proposal that includes six strands: processes, content, symbol systems, values, competencies, and self.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Comparative Curriculum

Mayes, Clifford, "The Dialectic-Spiritual Landscape," pp. 149-169 in Clifford Mayes, Seven Curricular Landscapes. Lanham, MD: University Press of America, 2003., Clifford Mayes

Annotation: Defines and explicates a holistic curricular perspective which leads the student toward an encounter with God; six other landscapes are presented elsewhere in the book.

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

Leonardo, Zeus, Ideology, Discourse, and School Reform. Westport, CT: Praeger, 2003., Zeus Leonardo

Annotation: Reports a study of teachers' discourse illuminating their ideologies (necessary, negative, and positive) undertaken from a critical ideological research perspective.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Discourse Analysis, Middle School Curriculum, Teacher Planning, Teacher Knowledge, Value Assumptions and Ideologies in Curriculum

Bullough, Robert V., Jr., and Craig Kridel, "Workshops, In-Service Teacher Education, and the Eight-Year Study," Teaching and Teacher Education, 19 (October, 2003), 665-679., Robert V. Bullough Jr. and Craig Kridel

Annotation: Explores the workshop form of in-service teacher education as it was developed and used during the Eight-Year Study.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, In-service Teacher Development, Classics of Curriculum Literature

Parker, Laurence, "Critical Race Theory in Education: Possibilities and Problems," pp. 184-198 in Michael Peters, Colin Lankshear, and Mark Olssen, eds., Critical Theory and the Human Condition: Founders and Praxis. New York: Peter Lang, 2003., Laurence Parker

Annotation: Reviews critical race theory as it relates to qualitative inquiry in education and as race-based epistemology; examples of such studies are included.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Comparative Curriculum

de Marrais, Kathleen, and Stephen D. Lapan, eds., Foundations for Research: Methods of Inquiry in Education and the Social Sciences. Mahwah, NJ: Lawrence Erlbaum, 2004., Kathleen de Marrais and Stephen D. Lapan

Annotation: Gives discussions of about twenty methods of inquiry and research issues in education and the social sciences.

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

Hargreaves, Andy, Teaching in a Knowledge Society: Education in an Age of Insecurity. New York: Teachers College Press, 2003., Andy Hargreaves

Annotation: Defines a knowledge society and the schooling appropriate to it; gives examples of schools failing and succeeding in a knowledge society.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

Slattery, Patrick, "Hermenuetics, Subjectivity, and Aesthetics: Internationalizing the Interpretive Process in U. S. Curriculum Research," pp. 651-665 in William F. Pinar, ed., International Handbook of Curriculum Research. Mahwah, NJ: Lawrence Erlbaum, 2003., Patrick Slattery

Annotation: Discusses six approaches to hermenuetics and proposes a postmodern hermenuetics of subjectivity and aesthetics.

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

Flinders, David J., "Qualitative Research in the Foreseeable Future: No Study Left Behind," Journal of Curriculum and Supervision, 18(Summer, 2003), 380-390., David J. Flinders

Annotation: Argues against narrowing the form of studies in educational research to those using randomized experimental design.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Policies and Policy Making, Curriculum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Qualitative Research, Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Government Role in Educational Research & Development

Britzman, Deborah P., "The Structure of Experience and the Experience of Structure in Teacher Education," pp. 45-73 in her Practice Makes Perfect: A Critical Study of Learning to Teach, Revised edition. Albany, NY: SUNY Press, 2003., Deborah P. Britzman

Annotation: Analyzes the theories and practices that structure experience in learning to teach (fragmented experience, compartmentalization of knowledge, pedagogy and content, knowledge and interest, theory and practice, socialization to subjectivity).

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: Teacher Education, Curriculum as Experience

Simpson, Douglas J., and Michael J. B. Jackson, "John Dewey's View of the Curriculum in The Child and the Curriculum," Education and Culture, 20(Fall, 2003), 23-27., Douglas J. Simpson and Michael J. B. Jackson

Annotation: Elucidates and analyzes Dewey's view of curriculum as presented in the 100-year old classic.

Broad Topical Focus: Curriculum Development, Organization, Design, 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

Burkhardt, Hugh, and Alan H. Schoenfeld, "Improving Educational Research: Toward a More Useful, More Influential, and Better-Funded Enterprise," Educational Researcher, 32(December, 2003), 3-14., Hugh Burkhardt and Alan H. Schoenfeld

Annotation: Makes the case for a development or design (engineering) approach to research to increase its usefulness.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Government Role in Educational Research & Development

Roberts, Peter, "Knowledge, Dialogue, and Humanization: Exploring Freire's Philosophy," pp. 169-183 in Michael Peters, Colin Lankshear, and Mark Olssen, eds., Critical Theory and the Human Condition: Founders and Praxis. New York: Peter Lang, 2003., Peter Roberts

Annotation: Presents Freire's ontology, epistemology, and ethical ideal along with a treatment of his politics of liberation.

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

Bickman, Martin, Minding American Education: Reclaiming the Tradition of Active Learning. New York: Teachers College Press, 2003., Martin Bickman

Annotation: Traces the antecedents in American thought on education of the contemporary view of what the author calls "active learning and thinking" (as opposed to forcing, filling, testing children with abstractions); treats Emerson, Thoreau, Dewey, etc.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists, Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum, Open Education

Pinar, William F., ed., International Handbook of Curriculum Research. Mahwah, NJ: Lawrence Erlbaum, 2003., William F. Pinar

Annotation: Contains essays from 28 countries giving status of curriculum research in general or in some aspect of curriculum research; also has four initial essays on global facets of curriculum research.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: American/International Curriculum Organizations, Curriculum History, Comparative Curriculum

Slattery, Patrick, and Dana Rapp, Ethics and the Foundations of Education: Teaching Convictions in a Postmodern World. Boston: Allyn & Bacon, 2003., Patrick Slattery and Dana Rapp

Annotation: Addresses from critical, activist, and postmodern perspectives several particular examples of ethical, hermeneutic, aesthetic, theological, and ecological issues facing curriculum and takes a stand on them.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
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, Ethical Issues in Curriculum, Values in the Classroom

Monsen , Lars, "Curriculum Reforms in Norway: To Change in Order to Preserve?" pp. 179-203 in Donna Trueit, William E. Doll, Jr., Hongyu Wang, and William F. Pinar, eds., The Internationalization of Curriculum Studies. New York: Peter Lang, 2003., Lars Monsen

Annotation: Reports a study of changes in teachers' work before and after a curriculum reform in Norway--with special attention to their conceptions of knowledge.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Teacher Knowledge

Egan, Kieran, "Retrospective on 'What is Curriculum?' " Journal of the Canadian Association for Curriculum Studies, 1(Spring, 2003), 17-24., Kieran Egan

Annotation: Reflects on his article published in Curriculum Inquiry, Spring, 1978,

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: Content Selection and Organization, Curriculum Aims and Objectives

Peters, Michael, Colin Lankshear, and Mark Olssen, eds., Critical Theory and the Human Condition: Founders and Praxis. New York : Peter Lang, 2003., Michael Peters, Colin Lankshear, and Mark Olssen

Annotation: Contains 15 articles discussing founders of critical theory (Adorno, Horkheimer, Marcuse, Benjamin, Fromm, Arendt, Marx, Wittgenstein, Habermas, Greene) and its use in critical pedagogy, Freire's work, race theory, multculturalism, female body politics, cultural studies, and the environment as they relate to education.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Comparative Curriculum

Gunzenhauser, Michael G., "High-Stakes Testing and the Default Philosophy of Education," Theory into Practice, 42(Winter, 2003), 51-58., Michael G. Gunzenhauser

Annotation: Argues that current policies on high-stakes testing narrow the curriculum and accept a philosophy that contradicts stated purposes and goals of education; gives suggestions on what to do in this situation.

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

Pinar, William F., "Toward the Internationalization of Curriculum Studies," pp. 1-13 in Donna Trueit, William E. Doll, Jr., Hongyu Wang, and William F. Pinar, eds., The Internationalization of Curriculum Studies. New York: Peter Lang, 2003., William F. Pinar

Annotation: Introduces the 2003 conference on this topic at LSU and invites participants to consider the issues and possibilities involved in a world-wide field of curriculum studies.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Comparative Curriculum

Smith, David Geoffrey, "The Specific Challenges of Globalizaiton for Teaching... and Vice Versa," pp. 293-318 in Donna Trueit, William E. Doll, Jr., Hongyu Wang, and William F. Pinar, eds., The Internationalization of Curriculum Studies. New York: Peter Lang, 2003., David Geoffrey Smith

Annotation: Gives a thorough analysis of the economics of globalization aand implications for curriculum and teaching; also addresses the recovery of personal truth.

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

Davis, O. L., Jr., "The Need to Ponder Results," Journal of Curriculum and Supervision, 18(Spring, 2003), 197-199.*, O. L. Davis Jr.

Annotation: Urges researchers to amplify the discussion section of their reports to include full explication of the meanings of their study's results; urges practitioners to ponder the implications, meanings, and limitations of the research before launching actions that relate to the research results.

Broad Topical Focus: Curriculum Research and Inquiry-General, Publication Outlets for 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 Utilization, Literature of Curriculum

Noddings, Nel, "The Aims of Education," pp. 74-93 in her Happiness and Education. New York: Cambridge University Press, 2003., Nel Noddings

Annotation: Demonstrates why aims-talk needs to be recovered in educational policy and practice in view of current aims focused narrowly on standard achievement for all children; discusses happiness as a possible aim of education.

Broad Topical Focus: 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: Value Assumptions and Ideologies in Curriculum, Curriculum Aims and Objectives

Westbury, Ian, "Curriculum, School: Overview," pp. 529-535 in Volume 2, James W. Guthrie, ed., Encyclopedia of Education, 2nd ed. New York: Macmillan Reference, 2003., Ian Westbury

Annotation: Discusses various conceptions of curriculum and how the curriculum emerges as a result of accommodating different views of what is considered necessary for students to know and experience; summarizes history of curriculum in 20th century; gives an institutional understanding of curriculum.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, Knowledge Generation

Citations from 2002

Waks, Leonard J., " 'The Educational Situation as Concerns the Universtiy' : 1901-2001," Journal of Curriculum and Supervision, 17(Winter, 2002), 144-159., Leonard J. Waks

Annotation: Reviews the substance of Dewey's 1902 article and analyzes the recent and current situation facing higher education today in light of its contrast with Dewey's time.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes, Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Higher Education Curriculum

Davis, O. L., Jr., "Today's Educational Situation: Which? Whose? Why? What Possible Consequences?" Journal of Curriculum and Supervision, 17(Winter, 2002), 95-99., O. L. Davis Jr.

Annotation: Comments on the differences in the educational situation of 1901 and 2001; introduces a set of articles that follow which comment specificly on Dewey's view of the "educational situation" in 1902.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, 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

Doll, William E., Jr., "Ghosts and the Curriculum," pp. 23-70 in Willliam E. Doll, Jr., and Noel Gough, eds., Curriculum Visions. New York: Peter Lang, 2002., William E. Doll Jr.

Annotation: Analyzes various conceptions of curriculum historically and explores a new conception that includes currere, complexity, cosmology, conversation, and community.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Proposals in Coherent Form, Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

Weltman, Burton, "Individualism versus Socialism in American Education: Rereading Mortimer Adler and The Paideia Proposal," Educational Theory, 52(Winter, 2002). 61-79., Burton Weltman

Annotation: Traces the life and thought of Mortimer Adler on education; places his curriculum theory in the context of his broader changing educational philosophy.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Curriculum Proposals in Coherent Form, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History

Eisner, Elliot, and Kimberly Powell,"Art in Science?" Curriculum Inquiry, 32(Summer, 2002), 131-159., Elliot Eisner and Kimberly Powell

Annotation: Shows how scientific research has artistic components; draws implications for doing research and for teaching science.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Science

Wolfe, Michael P., and Caroline R. Pryor, eds., The Mission of a Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang, 2002, Michael P. Wolfe and Caroline R. Pryor

Annotation: Presents 14 articles on various modes of scholarship (from action research to critical to mytho-poetic, to bigraphical to hermenuetic and more) written in personal and autobiographical form by authors who practice these modes of scholarship; these essays honor Nelson Haggerson as a multifaceted curriculum scholar and bring aspects of his life and work to public view.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum as Experience, Knowledge Generation, Curriculum Professors, Comparisons Among Inquiry Modes

Zenger, Weldon F., and Sharon K. Zenger, "Why Teach Certain Material at Specific Grade Levels?" Phi Delta Kappan, 84(November, 2002), 212-214., Weldon F. Zenger and Sharon K. Zenger

Annotation: Argues for theoretical work to be done on the question of how to choose where selected content should be placed within the curriculum and for the relating of standards to these criteria.

Broad Topical Focus: Curriculum Development, Organization, Design, Defining Curriculum Research Questions, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization

Eisner, Elliot W., "The Centrality of Curriculum and the Function of Standards," pp. 148-177 in Elliot W. Eisner, The Arts and the Creation of Mind. New Haven, CT: Yale University Press, 2002.*, Elliot W. Eisner

Annotation: Discusses conceptions and uses of curriculum objectives and of curriculum standards in general as well as in relation to the arts curriculum; a similar treatment of assessment and evaluation follows these pages.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Art Education, Curriculum Aims and Objectives, Curriculum Standards and Testing, Curriculum Frameworks

Weltman, Burton, "Praxis Imperfect: John Goodlad and the Social Reconstruction Tradition," Educational Studies, 33(Spring, 2002), 61-83., Burton Weltman

Annotation: Gives an analysis of Goodlad's educational contributions in relation to a social reconstructionist perspective; refers also to Tyler, Counts, and Brameld.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum

Schubert, William H., Ann Lynn Lopez Schubert, Thomas P. Thomas, and Wayne Carroll, Curriculum Books: The First Hundred Years, 2nd ed. New York: Peter Lang, 2002., William H. Schubert, Ann Lynn Schubert, Thomas P. Thomas, and Wayne Carroll

Annotation: Adds over 2000 books from the two decades since the 1980 publication of the first edition; updates earlier chapters decade by decade; continues the analysis by philosophical orientations and the review of the social and cultural context for each decade's books.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Bibliographic Compilation
Narrow Topic: Literature of Curriculum, Curriculum History

McTaggart, Robin, "The Role of the Scholar in Action Research," pp. 1-16 in Michael P. Wolfe and Caroline R. Pryor, eds., The Mission of the Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang, 2002., Robin McTaggart

Annotation: Gives the author's own story of doing action research together with his views on aspects of action research and the role of the researcher in change.

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

Smith, David Geoffrey, "Hermenuetic Scholar," pp. 183-200 in Michael P. Wolfe and Caroline R. Pryor, eds., The Mission of the Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang, 2002., David Geoffrey Smith

Annotation: Describes the key features of hermenuetic inquiry and the author's interest in understanding and confronting globlization and market values in education.

Broad Topical Focus: Curriculum Inquiry Guidelines
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

Schubert, William H., "Spirits From the Past that Inform my Vision," The Sophist's Bane, 1(Fall, 2002), 14-22; 28., William H. Schubert

Annotation: Traces the influences of thinkers in the curriculum field on the author's views of the field, its questions, and its practices.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History

Smyth, John, "Exploring the Critical Politics of Teaching," pp. 65-74 in Michael P. Wolfe and Caroline R. Pryor, eds., The Mission of the Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang, 2002., John Smyth

Annotation: Explains how the author as a critical scholar seeks to unmask the injustices constructed around teacher's work; suggests ways to counter these with alternative discourses and actions.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Criticism of Schooling, Value Assumptions and Ideologies in Curriculum

Kridel, Craig, and Robert V. Bullough, Jr., "Conceptions and Misperceptions of the Eight-Year Study," Journal of Curriculum and Supervision, 18(Fall, 2002), 63-82., Craig Kridel and Robert V. Bullough Jr.

Annotation: Re-examines the facts and interpretations of the Eight-Year Study; argues for numerous corrections and reinterpretations based on historical research.

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Freedom/Authority and Curriculum, Curriculum Integration