Citations from 2004
Henderson, James G., and Kathleen R. Kesson, "The Arts of Inquiry: Toward Holographic Thinking," pp. 41-66 in their Curriculum Wisdom: Educational Decisions in Democratic Societies. Upper Saddle River, NJ: Pearson Educational, 2004., James G. Henderson and Kathleen R. Kesson
Annotation: Sets forth seven interrelated modes of inquiry needed for gaining the capacity for curriculum wisdom (techne, poesis, praxis, dialogos, phronesis, polis, and theoria).
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Traces the history of devleopments in multicultural curriculum and instruction since Brown v. Board of Education fifty years ago.
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Integration, Multicultural Education, Teaching/Learning Process, Multiethnic Adaptation
Grubb, W. Norton, and Marvin Lazerson, "Transforming the High School," pp. 29-55 in W. Norton Grubb and Marvin Lazerson. The Education Gospel: The Economic Power of Schooling. Cambridge, MA: Harvard University Press, 2004., W. Norton Grubb and Marvin Lazerson
Annotation: Explores the history of vocationalism in the U.S. high school, discusses its problems, and offers recommendations for its future.
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: Vocational vs. Liberal Education, Curriculum History, Curriculum and Politics
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
Brooks, Nancy J., and Thomas S. Poetter, "Curriculum Studies: The Search for a Moral Core," Journal of Curriculum and Pedagogy, 1(Summer, 2004), 55-77.*, Nancy J. Brooks and Thomas S. Poetter
Annotation: Suggests that there has been a long-standing moral core in curriculum theorizing; traces this in Macdonald, Huebner, Klohr, and Greene.
Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Literature of Curriculum
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
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
Annotation: Describes love as the object of the growth and development of children through all educational agencies of society.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies, Curriculum Policies and Policy Making, 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 Aims and Objectives, Value Assumptions and Ideologies in Curriculum
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
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
Goodlad, John I., "Toward Schools Commonly Good,'" pp. 303-330 in his Romances with Schools: A Life of Education. New York: McGraw-Hill, 2004., John I. Goodlad
Annotation: Makes recommendations for retro-fitting structure of schooling; proposes a curriculum structured around the characteristics, problems, and issues of the world's various domains rather than around the disciplines; all this discussed in the context of reflections by the author on his life as teacher and educator.
Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form, 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: Democratic Education, Curriculum Aims and Objectives, Content Selection and Organization
Annotation: Explains the theoretical framework for the author's interpretation of curriculum history in the full volume in terms of status politics and the symbolic nature of interest-group struggles over curriculum during this period.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences, Curriculum Visions and Philosophies, Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Watras, Joseph, "Philosophy of Education and the Eight Year Study, 1930-1940," Curriculum History (SSCH), (2004), 75-81., Joseph Watras
Annotation: Examines the development and curricular philosophies of the work of the Eight-Year Study; considers its impact on progressive ideas of democracy.
Broad Topical Focus: Curriculum Visions and Philosophies, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature
Annotation: Critiques the politics of current corporatist and exclusionist curriculum policies; advocates the use of the arts in challenging this political spectacle.
Broad Topical Focus: Curriculum Policies and Policy Making, 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 and Politics, Value Assumptions and Ideologies in Curriculum
Annotation: Argues against using high-stakes testing ang for action against these policies.
Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum and Politics
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
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
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
Annotation: Gives examples from schooling of the hidden and the null curriculum along with a literature summary of the two topics.
Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Hidden Curriculum, Ideology and School Knowledge
Baker, Eva L., and Robert L. Linn, "Validity Issues for Accountability Systems," pp. 47-72 in Susan H. Fuhrman and Richard F. Elmore, eds., Redesigning Accountability Systems for Education. New York: Teachers College Press, 2004., Eva L. Baker and Robert L. Linn
Annotation: Formulates a theory of action within which testing and accountability policies lie; sets standards for accountability systems, testing, stakes, public reporting, and evaluation; followed by an article outlining three accountability models by Linn.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Student Assessment, Evaluation of Instruction
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
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
Basile, Carole G., A Good Little School. Albany, NY: State University of New York Press, 2004., Carole G. Basile
Annotation: Describes a model open school with a thirty-year history of student-centered learning.
Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Democratic Education, Local Control of Schooling, Open Education, Value Assumptions and Ideologies in Curriculum
Annotation: Discusses the nature and influence of eugenics as an ideology on curriculum and other educational policies, both past and present.
Broad Topical Focus: 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, Social Efficiency/Control, Value Assumptions and Ideologies in Curriculum
Annotation: Explains in ordinary language what narrative inquiry is and what doing it involves.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Contrasts the engineering model of education (outcomes-based education) with Peters' and Stenhouse's process model; demonstrates the flaws in the former in the context of discussing evidence-based practice in education.
Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum Standards and Testing, Teacher Research
Annotation: Condemns the anti-intellectual business mentality now dominant in U.S. education and public policies (such as the NCLB Act) and the collusion by groups such as AACTE and NCATE with these policy directions; challenges curriculum theorists to teach against this mentality both in the classroom and with the public.
Broad Topical Focus: Curriculum Contexts and Societal Influences, 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, Value Assumptions and Ideologies in Curriculum
Annotation: Traces the history of student testing and graded schools that explains how we got to the current version of student accountability; draws implications.
Broad Topical Focus: Curriculum Evaluation, Curriculum Administration, Leadership, Finance
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Evaluation of Instruction, Program Audit/Evaluation, Student Assessment
Annotation: Highlights government's role in facilitating the pursuit of happiness; contrasts concepts of economic and personal competitiveness with concepts of individual and civic fulfillment.
Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Policies and Policy Making, 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 Aims and Objectives, Citizenship Education, Value Assumptions and Ideologies in Curriculum
Johnson, R. Burke, and Anthony J. Onwuegbuzie, "Mixed Methods Research: A Research Paradigm Whose Time Has Come," Educational Researcher, 33(October, 2004), 14-26., R. Burke Johnson and Anthony J. Onwuegbuzie
Annotation: Makes the case for mixed methods research in education and presents a model of the research process employed in this paradigm.
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
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Qualitative Research
Annotation: Argues for the formulation and use of systematic research syntheses in education; sets forth stages in producing systematic research syntheses.
Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation
Annotation: Recommends doing historical synopses of research on the intellectual content of the curriculum.
Broad Topical Focus: Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Ideology and School Knowledge, Content Selection and Organization
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
Gose, Michael D., "Curriculum Animation," Educational Forum, 69(Fall, 2004). 54-64.*, Michael D. Gose
Annotation: Gives five criteria for artistic curriculum development based on the literature.
Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies
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
Annotation: Capures the author's views on 17 questions put to him about the dominant ideologies in contemporary education policies and practices and about what actions he would urge in these circumstances.
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, Democratic Education, Freedom/Authority and Curriculum
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
Annotation: Critques the article in issue 35(4) and calls for curriculum theory to become involved in life rather than merely reside in the academy, to become multiple in voice, and to dream.
Broad Topical Focus: Curriculum Theorists, 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, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Knowledge Generation, Value Assumptions and Ideologies in Curriculum
Annotation: Cautions against dichotomizing thought and practice (curriculum from pedagogy) and illustrates from personal experience the potential of trying to combine them and the difficulties inherent therein.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Knowledge Linkage
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
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
Annotation: Discusses and critiques the changes and uses of NAEP's data reports over time; urges they not be turned into fodder for local accountabiltiy systems that assign rewards and punishments year-by-year.
Broad Topical Focus: Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Student Assessment, Curriculum and Politics
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
Annotation: Takes up the issue of governmental legislating of particular forms of scientific research methods, argues for critical action to counter this trend, and discusses three ways of doing this.
Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization, Government Role in Educational Research & Development, Freedom/Authority and Curriculum, Qualitative Research, Value Assumptions and Ideologies in Curriculum
Annotation: Argues that Schwab's ideas on curriculum might be situated in Jewish Talmud practice.
Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Deliberation, Value Assumptions and Ideologies in Curriculum, Curriculum Professors
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
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
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
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
Webber, Julie A., and William M. Reynolds, "Afterword: Mulitplicities and Curriculum Theory," pp. 203-209 in William M. Reynolds and Julie A. Webber, eds., Expanding Curriculum Theory: Dis/positions and Lines of Flight. Mahwah, NJ: Lawrence Erlbaum, 2004., Julie A. Webber and William M. Reynolds
Annotation: Analyzes preceding articles that employed emerging interpretive forms of curriculum inquiry and identified five characteristics of these approaches.
Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Qualitative Research, Value Assumptions and Ideologies in Curriculum
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
Annotation: Analyzes the motives for home schooling and its advantages and disadvantages along with policy implications.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Visions and Philosophies, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Alternatives in Education, Criticism of Schooling, Curriculum Aims and Objectives, Curriculum and Politics, Ethical Issues in Curriculum, Hidden Curriculum, Value Assumptions and Ideologies in Curriculum, Religious & Private Schooling, Values in the Classroom
Annotation: Presents a conception of general education that does not consist of separate disciplines but consists of seeing the big picture with connections, relationships, and synthesizing of ideas.
Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Liberal Education/General Education, Curriculum Integration, Curriculum and the Disciplines
Finder, Morris, Educating America: How Ralph W. Tyler Taught America to Teach. Westport, CT: Praeger, 2004., Morris Finder
Annotation: Gives personalized sketches of Tyler's life and work as school and university teacher, on the Eight-Year Study, on the Tyler Rationale, on NEAP, on his roles as consultant and evaluator for schools and government agencies worldwide, and as a mentor to his students; includes seven interviews with Tyler and 50 pages listing his publications.
Broad Topical Focus: Curriculum Theorists, Curriculum Evaluation, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Curriculum Standards and Testing, Curriculum Development Strategies, Literature of Curriculum, Classics of Curriculum Literature, Student Assessment, Program Audit/Evaluation
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
Popham, W. James, "Curriculum, Instruction, and Assessment: Amiable Allies or Phoney Friends," Teachers College Record, 106(March, 2004), 417-428., W. James Popham
Annotation: Argues for close relationships among personnel dealing with curriculum, instruction, and assessment, especially in state departments of education and in universities.
Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Evaluation, 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 Specialists in Schools, Curriculum Professors, Core Mandates, Curriculum Development Strategies, Evaluation of Instruction, Professionalization in Curriculum, Programs of Study in Curriculum and Instruction
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
Citations from 2003
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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