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Citations from 2018

Gordon, Mordechai, "Lying in Politics: Fake News, Alternative Facts, and the Challenges for Deliberative Citizenship Education," Educational Theory, 68(No. 1, 2018), 49-64., Mordechai Gordon

Annotation: Explores the consequences of utilizing lying and confusing opinion with truthful facts in current political debates and media; discusses the need for citizenship education to deal with these issues.

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

van de Oudeweetering, Karmijn, and Joke Voogt, "Teachers' Conceptualization and the Enacdtment of Twenty-First Century Competences: Exploring Dimensions for New Curricula," The Curriculum Journal, 29(No. 1, 2018), 116-133., Karmijn van de Oudeweetering and Joke Voogt

Annotation: Reports a study of teachers' targeting their instruction toward specified competences found in five published sets of twenty-first century competences; findings fell into six dimensions that were studied for time and emphasis; draws implications for practice and research.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: SIngle Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives

Ergas, Oren, "Knowing the Unknown: Transcending the Educational Narrative of the Kantian Paradigm through Contemplative Inquiry," pp.. 1-23 in Jing Lin, Rebecca L. Oxford, and Tom Culham, eds., Towards a Spiritual Research Paradigm: Exploring New Ways of Knowing, Reseaching, and Being. Charlotte, NC: Information Age Publishing, 2016., Oren Ergas

Annotation: Describes the role of paradigms in general and as applied to educational research; discusses the nature of a spiritual research paradigm and points to studies that have used it to study spiritual phenomena.

Broad Topical Focus: Curriulum Inquriy Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: SIngle Study
Narrow Topic: Knowledge Generation

Garcia-Huldobro, Juan Christobal, "Addressing the Crisis in Curriculum Studies: Curriculum Integration that Bridges Issues of Identity and Knowledge," The Curriculum Journal, 29(No. 1, 2018), 23-42., Juan Christobal Garcia-Huldobro

Annotation: Reviews the literature on this topic and proposes a process for keeping the integrity of disciplinary knowledge along side the features of identity studies; points to the curriculum of the International Baccalaureate Diploma Program as an example of this kind of integration.

Broad Topical Focus: Curriculum as a Field of Practice and Study, 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 Integration, Content Selection and Organization

Edwards, Sachi, "Seeking Collective Wisdom: A Spiritual-Dialogue Research Approach," pp. 257-273 in Jing Lin, Rebecca L. Oxford, and Tom Culham, eds., Towards a Spiritual Research Paradigm: Exploring New Ways of Knowing, Researching, and Being. Charlotte, NC: information Age Publishing, 2016., Sachi Edwards

Annotation: Discusses the nature of a spiritual research paradigm and its ontological, axiological, epistemological, and methodological bases; shows how spiritual knowledge can be uncovered through a methodology of dialogue; illustrates with classroom examples.

Broad Topical Focus: Curriulum Inquriy Guidelines, Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: SIngle Study
Narrow Topic: Knowledge Generation, Religious & Private Schooling, Curriculum as Experience, Qualitative Research, Self Knowledge

Fine, Michelle, Just Research in Contentious Times: Widening the Methodological Imagination. New York: Teachers College Press, 2018., Michelle Fine

Annotation: Reviews research done by the author over the past thirty years using critical action research methods; makes the case for this kind of research in giving voice to change needed in the education of the oppressed and marginalized.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Action Inquiry
Type of Study: SIngle Study
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum, Qualitative Research, Needs Assessment

Priestley, Mark, and Stavroula Philipou, "Curriculum Making as Social Practice: Complex Webs of Enactment," The Curriculum Journal, 29(No. 2, 2018), 151-158., Mark Priestley and Stavroula Philipou

Annotation: Introduces a set of seven reports (which follow this preview) on how curriculum is made from curriculum policies in seven settings (Australia, Finland, United Kingdom, Scotland, Cyprus, Canada, Estonia); these studies illustrate curriculum-making at national, local, and classroom levels and utilize various forms of research; they introduce concepts and strategies such as policy actors, shared sense-making, enactment with freedom, curriculum brokers, teacher agency, effect of local circumstances; as background, this introduction reports the state of curriculum-making as revealed in the literature of the field; the seven papers were first presented in a 2017 European Conference on Curriculum Studies and provide a rich and varied understanding of how curriculum-making is actually done.

Broad Topical Focus: Curriculum Enactment and Teaching, Currriculum Decision-Making Processes, Curriculum Definitions, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Implementation, Comparative Curriculum, Curriculum Development Strategies

Fallace, Thomas. "American Educators' Confrontation with Fascism," Educational Researcher, 47(January/February, 2018), 46-52., Thomas Fallace

Annotation: Reports a study of the views of American educators about European Fascism between WW I and WW II and its conception of education; draws on the literature by key American educators from 1922-1941; treats propaganda, indoctrination, relativity, and fake news in the media of that period with implications for current circumstances.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum History, Citizenship Education, Curriculum Aims and Objectives, Curriculum and Politics, Social Studies, Democratic Education, Ideology and School Knowledge

Lin, Jing, Rebecca L. Oxford, and Tom Culham, eds., Toward a Spiritual Research Paradigm: Exploring New Ways of Knowing, Researching, and Being. Charlotte, NC: Information Age Publishing, 2016., Jing Lin, Rebecca L. Oxford, and Tom Culham

Annotation: Contains eleven articles describing various forms and practices of spiritual inquiry; draws on both eastern and western sources; offers examples of studies using a spiritual research paradigm; the introduction provides helpful definitions and characteristics of research of this type.

Broad Topical Focus: Curriulum Inquriy Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Religious Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Religious & Private Schooling, Curriculum as Experience, Qualitative Research, Self Knowledge

Tronsmo, Eli, and Monika Nerland, "Local Curriculum Development as Object Construction: A Sociomaterial Analysis," Teaching and Teacher Education, 72(May, 2018), 33-43., Eli Tronsmo

Annotation: Reports an ethnographic analysis of one team of Norwegian teachers doing local curriculum development; the process is examined using Knorr Cetina's notion of "knowledge object"; detailed episodes are reported; illustrates three steps found in the process; epistemic considerations are discussed.

Broad Topical Focus: Curriculum Decision-Making Processes, Curriculum Development, Organization, and Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum Development Strategies, Comparative Curriculum

Tanner, Daniel, "The Lost Sources of a Science of Education," Kappa Delta Pi Record, 54(April-June, 2018), 82-86., Daniel Tanner

Annotation: Gives reasons why the book by John Dewey (The Sources of a Science of Education, 1929) was largely ignored by educators until recently; notes its current rediscovery with respect to republication in English and French.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum History, Classics of Curriculum Literature

Spain, Angeline K., "Just Talk? Discourses and Deinstitutionalization in School District Policy Making," American Journal of Education, 124(November, 2017), 1-7., Angeline K. Spain

Annotation: Reports comparative case studies in two California school districts on the decision making processes used in determining policies aimed at cutting extra-curricular activities; discourse analysis of deliberation by school board members and others was employed to locate cause and effect relationships among meanings held by these various actors; this study illustrates how organizational routines structure and influence the interpretation of meanings.

Broad Topical Focus: Curriculum Decision-Making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Case Study
Narrow Topic: Curriculum Deliberation

Deng, Zongyi, "Pedagogical Content Knowledge Reconceived: Bringing Curriculum Thinking into the Conversation on Teachers' Content Knowledge," Teaching and Teacher Education, 78(May, 2018), 155-164., Zongyi Deng

Annotation: Explores teachers' knowledge of the institutional curriculum and the content knowledge required to teach the content it specifies; thoroughly treats the related literature on the topic; draws implications for teacher education.

Broad Topical Focus: Curriculum Definitions, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Speculative Essay
Type of Study: SIngle Study
Narrow Topic: Teacher Knowledge, Curriculum and the Disciplines, Comparative Curriculum

McConnell, Lorraine M., "The Paradox of Curriculum Policy," pp. 112-129 in Douglas E. Mitchell, Dorothy Shipps, and Robert L. Crowson, eds., Shaping Education Policy: Power and Process, 2nd Ed. New York: Routledge, 2018., Lorraine M. McDonnell

Annotation: Analyzes the rise and persistence of standards-based reforms in U. S. curriculum policy arenas; gives concrete details of the situation, ideas, and interests that interacted in the policy regimes surrounding standards-based reforms of the 80s and 90s, of No Child Left Behind Act, of Common Core State Standards, and of Every Student Succeeds Act; gives a thorough-going analysis, citing both strengths and weaknesses of each curriculum policy regime.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Historical Inquiry, Policy Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum and Politics, Currriculum History, Government Role in Educational Research & Development, Local Control of Schooling, Value Assumptions and Ideologies in Curriculum, Curriculum Standards and Testing, Freedom/Authority and Curriculum

Wang, Mei-qian, and Xu-dong Zheng, "Embodied Cognition and Curriculum Construction," Educational Philosophy and Theory, 50(No. 5, 2018), 217-228., Mei-qian Wang and Xu-dong Zheng

Annotation: Argues for an embodied curriculum in which both cognitive, bodily, and environmental factors are acknowledged and educated; traces and critiques the rise of the disembodied curriculum; discusses the epistemology of reflective practice, the role of the learner's life experiences in an embodied curriculum, and the uses of technology in such a curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Speculative Essay
Type of Study: SIngle Study
Narrow Topic: Curriculum as Experience

Ergas, Oren, "Knowledge and the Curriculum in TIme and Space," pp. 91-121 in Oren Ergas, Reconstructing 'Education' through Mindful Attention: Positioning the Mind at the Center Of Curriculum and Pedagogy. New York: Palgrave Macmillan, 2017., Oren Ergas

Annotation: Analyzes the concept of knowledge as it is recently found in the curriculum; analyzes what it thereby left out of the curriculum; demonstrates features of curriculum in space and curriculum in time; presents a basis for including both an outer curriculum (knowledge) and an inner curriculum (of self-thought).

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 and the Disciplines, Curriculum Theory Creation and Uses, Knowledge Utilization, Value Assumptions and Ideologies in Curriculum

Bialystok, Lauren, " 'My Child, My Choice'? Mandatory Curriculum, Sex, and the Conscience of Parents," Educational Theory, 68(No. 1, 2018), 11-29., Lauren Bialystok

Annotation: Analyzes the issues involved in parents' opting their children out of certain sex education topics vs the rights of civil society to support the rights of children to a comprehensive sex education curriculum.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Speculative Essay, Content Analysis, Philosopical Inquiry--Ampliative Criticism
Type of Study: SIngle Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Physical Education, Hidden Curriculum, Ethical Issues in Curriculum, Curriculum Aims and Objectives

Schinkel, Anders, "Wonder and Moral Education," Educational Theory, 68(No. 1, 2018), 31-48., Anders Schinkel

Annotation: Explores the moral significance of wonder in the education of the young; distinguishes several aspects of wonder and notes those having more significance for moral education; gives reasons for identifying the content of wonder in choosing educational experiences.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Coneptual Analysis, Philosopical Inquiry--Ampliative Criticism
Type of Study: SIngle Study
Narrow Topic: Moral Education, Curriculum Aims and Objectives

Takaya, Keiichi, "Caroline Pratt's Idea of Curriculum and Imagination," Interchange, 49(May, 2018), 205-216., Keiichi Takaya

Annotation: Examines Caroline Pratt's legacy from her City and Country School which she founded in New York City in 1914; identifies her progressive theory of curriculum with its emphasis on play and imagination (carefully defined).

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 as Experience, Curriculum History

Rothberg, Donald, "Spiritual Inquiry," ReVision, 17(2,1995), 2-12, Donald Rothberg,

Annotation: Defines spiritual inquiry, explains five methods for doing it, and cites work using each method; discusses contrasts between spiritual inquiry and other kinds of inquiry.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Relgious Inquiry
Type of Study: SIngle
Narrow Topic: Knowledge Generation, Religious & Private Schooling

Tefera, Adai A., Jeanne M. Powers, and Gustavo E. Fischman, "Intentionality in Education: A Conceptual Aspiration and Research Imperative, Review of Research in Education, 42(2018), vii-xvii., Adai A. Tefera, Jeanne M. Powers, and Gustavo E. Fischman

Annotation: Explores the appearance and recent history of the term "intentionality" as it is used in research in law and in education; introduces articles in this issue of RRE.

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

Deng, Zongyi, "Rethinking Curriculum and Teaching," in George W. Noblet, ed., The Oxford Research Encyclopedia of Education. Online, May, 2017. DOI:10.1093/acrefore/9780190264093.013.55, Zongyi Deng

Annotation: Reviews various definitions of curriculum and of teaching and urges rethinking these concepts as interrelated; questions the technicist treatment of curriculum and teaching as viewed by the neo-liberal movement.

Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: SIngle Study
Narrow Topic: Conceptions of Teaching, Curriculum Theory Creationand Uses, Value Assumptions and Ideologies in Curriculum

Citations from 2017

Jupp, James C., "Decolonizing and De-Cannonizing Curriculum Studies: An Engaged Discussion Organized Around Joao M. Paraskeva's Recent Books," Journal of the Association for the Advancement of Curriculum Studies,12(No. 1, 2017), 1-25., James C. Jupp

Annotation: Introduces a group of articles related to two books by Paraskeva (Conflicts in Curriculum Theory, 2011; Curriculum Epistemicide, 2016); briefly explains the primary features of the author's works and notes the highlights of the commentaries that follow is subsequent articles.

Broad Topical Focus: Curriculum Theorists, 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 Professors, Comparative Curriculum, Ideology and School Knowledge, Curriculum Theory Creation and Uses

Lee, Yu-Ling, "Lingering on Aoki's Bridge: Reconceptualizing Ted Aoki as Curricular Techno-Theologian," JCT: Journal of Curriculum Theorizing, 31(No. 3, 2017), 18-30., Yu-Ling Lee

Annotation: Points out how Aoki's stance falls between the technological/instrumentalist mindset and that of the theologian in his conception of curriculum.

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

Doll, Mary Aswell, ed., The Reconceptualization of Curriculum Studies: A Festschrift in Honor of William F. Pinar. New York: Routledge, 2017., Mary Aswell Doll

Annotation: Contains 23 essays and a response by Pinar that identify his contributions to Curriculum Studies at home and abroad.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum Professors, Curriculum Theory Creation and Uses, Literature of Curriculum, Curriculum History

Fallace, Thomas, and Victoria Fantozzi, "The Dewey School as Triumph, Tragedy, and Misunderstood: Exploring the Myths and Historiography of the University of Chicago Laboratory School," Teachers College Record, 119(No. 2, 2017),1-32., Thomas Fallace and Victoria Fantozzi

Annotation: Presents a review of first-hand accounts of the school and studies made of it since its existence ended; one of the several dimensions of the review is the rationale for its curriculum; three myths are also analyzed.

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: Content Selection and Organization, Curriculum History

Sawyer, Richard D., "Curriculum Deliberation Over Time: A Nexus of Teacher Dilemmas, Questions, Experimentation, and Agency," Teachers College Record, 119(No. 14,2017)., Richard D. Sawyer

Annotation: Describes a qualitative study of the changes in curriculum decision-making that occurred over an eleven-year span by 24 New Jersey teachers; reports the detailed patterns found for all 24 teachers; analyzed by levels taught and by preparation type (college or alternative route); a few broad conclusions are stated across individuals as well as for individuals over time.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Curriculum Implementation, Teacher Planning, Teaching/Learning Process, Teacher Education

Grumet, Madeleine R., "The Politics of Presence," pp. 76-83 in Mary Aswell Doll, ed., The Reconceptualization of Curriculum Studies: A Festschrift in Honor of William F. Pianr. New York: Routledge, 2017., Madeleine R. Grumet

Annotation: Gives a straight-forward representation of many of Pinar's key ideas and personal traits--most especially his concepts of currere and autobiographical method.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories, 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 Professors, Curriculum as Experience, Curriculum Theory Creation and Uses

Schubert, William H.,"Growing Curriculum Studies: Contributions of Joao M. Paraskeva," Journal of the American Association for the Advancement of Curriculum Studies, 12(No. 1, 2017)., William H. Schubert

Annotation: Places the works of Paraskeva in the context of the work of other curriculum theorists of the recent past; comments on Paraskeva's insights as well as on the state of the curriculum field.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum History, Value Assumptions and Ideologies in Curriculum

Davis, Elizabeth A., Annemarie Sullivan Palincsar, P. Sean Smith, Anna Maria Arias, and Sylvie M. Kademian, "Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design," Educational Researcher, 46(August/September, 2017), 293-304., Elizabeth A. Davis, Annemarie Sullivan Palincsar, P. Sean Smith, Anna Maria Arias, and Sylvie M. Kademian

Annotation: Reports a study of how teachers utilize curriculum materials in science, their practices and their input on student achievement; present six design principles for educative curriculum materials.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation

Cooper, Harris, Research Synthesis and Meta-Analysis: A Step-by-Step Approach, 5th ed. Los Angeles: Sage Publications, 2017., Harris Cooper

Annotation: Provides a detailed set of steps and procedures for combining the results of individual quantitative social science research studies into a meta-analysis of multiple studies through the use of a scientifically valid method of formal inquiry.

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

Magrini, James M., "Socratic Resonations: At the Limit of Education," pp. 170-184 in James M. Magrini, Reconceptualizing Plato's Socrates at the Limit of Education: A Socratic Curriculum Grounded in Finite Human Transcendencies. New York: Routledge, 2017., James M. Magrini

Annotation: Pulls together implications for a possible curriculum based on his analysis (earlier in the book) of Socratic forms of dialectics-dialogues; shows how this model differs from today's knowledge-based forms of standardized education; sums up the nature of an education based on question-worthy normative assumptions and Socratic dialogue.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum as Experience, Teaching/Learning Process, Ethical Issues in Curriculum, Self-Knowledge, Values in the Classroom, Authority of Teacher

Zhang, Hua, "William F. Pinar's Contributions to the World Curriculum Field," pp. 187-193 in Mary Aswell Doll, ed., The Reconceptualization of Curriculum Studies: A Festschrift in Honor of William F. Pinar. New York: Routledge, 2017., Hua Zhang

Annotation: Sums up Pinar's creative/intellectual and professional/personal contributions to the field of Curriculum Studies in general with some additional references to the Chinese and world-wide settings.

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-Speculative Essay, Historical Inquiry
Type of Study: Single Study
Narrow Topic: American/International Curriculum Organizations, Comparative Curriculum, Curriculum as Experience, Curriculum History, Curriculum Professors, Curriculum Theory Creation and Uses, Self-Knowledge

Sarid, Ariel, "Rethinking the Modernist Curriculum with Habermas's Concept of Self-Critical Appropriation,"Journal of Curriculum Studies, 49(Issue 4, 2017),456-475., Ariel Sarid

Annotation: Analyzes the issue of disciplinary and interdisciplinary subjects in the curriculum by reference to some studies from UK, France, and Finland in light of Habermas's position; concludes that a balanced curriculum is desirable.

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

Wolgemuth, Jennifer R., Tyler Hicks, and Vonzell Agosto, "Unpacking Assumptions in Research Synthesis: A Critical Construct Synthesis Approach," Educational Researcher, 46(April, 2017), 131-139., Jennifer R. Wolgemuth, Tyler Hicks, and Vonzell Agosto

Annotation: Provides guidelines for synthesizing research focusing on the use of critical construct synthesis methods.

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 Linkage

Shawer, Saad F., "Teacher-driven Curriculum Development at the Classroom Level: Implications for Curriculum, Pedagogy, and Teacher Education," Teaching and Teacher Education, 63(April, 2017), 296-313., Saad F. Shawer

Annotation: Reports a study of the ways six British teachers developed their official curriculum for its use in their classrooms; some were seen as curriculum transmitters, some as curriculum makers, and some as curriculum developers; factors related to their training and their current circumstances were also examined in relation to these categories.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Implementation, Teacher Planning, Teaching/Learning Process

Collins, Allan, What's Worth Teaching? Rethinking Curriculum in the Age of Technology. New York: Teachers College Press, 2017., Allan Collins

Annotation: Sets forth a vision of curriculum based on trends in technology, literacy, mathematics, science, and educational policy; makes many specific recommendations for subject matter to be included and to be excluded; call the proposal a Passion Curriculum.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum Aims and Objectives

Harrison, Christopher, Kristen Davidson and Caitlin Farrell,"Building Productive Relationships: District Leaders' Advice to Researchers," International Journal of Educational Policy and Leadership, 12(No. 4, 2017),1-16., Christopher Harrison, Kristen Davidson, and Caitlin Farrell

Annotation: Reports an interview study in three U.S. school districts of leaders' advice for researchers; six general conclusions are among the findings.

Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization

Malin, Joel R., and Vijay Keshaorao Paralkar,"Educational Knowledge Brokerage and Mobilization: The Marshall Memo Case," International Journal of Educational Policy and Leadership, 12(No. 7, 2017), 1-20., Joel R. Malin and Vijay Keshaorao Paralkar

Annotation: Outlines a knowledge mobilization framework and uses it to analyze one case, the weekly online Marshall Memo; examines its purposes, contents, and subscribers' views; reports the types of sources included, methods of dissemination, meaningfulness to subscribers, and the nature of the entire process; also contains a good summary of the literature on knowledge brokerage, mobilization, and related topics.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Content Analysis
Type of Study: Case Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization

Citations from 2016

Deng, Zongyi, "Bringing Curriculum Theory and Didactics Together: A Deweyan Approach," Pedagogy, Cutlure, and Society, 24(Issue 1, 2016),75-99., Zongyi Deng

Annotation: Recaps the perspectives of these two seemingly incompatible schools of thought and demonstrates how they may be brought together in the context of Chinese curriculum reform via Schwab's deliberative theory.

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

Wraga, William G., "Arresting the Decline in Integrity of Curriculum Studies in the United States," pp. 99-110 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., William G. Wraga

Annotation: Argues that the scholarly field of Curriculum Studies has lost its integrity because it has focused on theoretical issues rather than on the needs of its constituents to enhance 1) curriculum development and the insights of curriculum practice, 2) the experiences of students, and 3) curriculum policy.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Status Study
Narrow Topic: Curriculum Development Strategies, Curriculum Theory Creation and Uses, Curriculum History, Curriculum Professors, Knowledge Generation

Angulo Rasco, Jose Felix, "In Search of the Lost Curriculum," pp. 137-155 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Rasco Angulo and Jose Felix

Annotation: Reviews concepts and rationales related to curriculum, curriculum purposes, and curriculum content; raises questions about the concept of a curriculum canon.

Broad Topical Focus: Curriculum Definitions, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum History, Curriculum Theory Creation and Uses

Au, Wayne, Anthony L. Brown, and Delores Calderon, Reclaiming Multicultural Roots of U. S. Curriculum: Communities of Color and Official Knowledge in Education. New York: Teachers College Press, 2016., Wayne Au, Anthony L. Brown, and Delores Calderon

Annotation: Gives evidence of the omission during the early 20th century of attention by both schools and the curriculum scholars community to the realities of Native American, Asian American, Mexican American, and African American histories.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Policies and Policy Making, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, Content Selection and Organization, Curriculum Aims and Objectives, Curriculum and Politics, Ideology and School Knowledge, Materials Development and Evaluation, Value Assumptions and Ideologies in Curriculum

Horlacher, Rebekka, The Educated Subject and the German Concept of Bildung: A Comparative Cultural History. New York: Rutledge, 2016., Rebekka Horlacher

Annotation: Traces the historical literature related to the concept of Bildung from its earliest usage to the present; shows how it contrasts with Anglo-Saxon and American concepts of curriculum studies and changing cultural contexts over time in Germany; highlights its possible use to counteract narrow test-based curriculum.

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

Whitty, Geoff, with others, Research and Policy in Education: Evidence, Ideology, and Impact. London: Institute of Education Press, 2016., Geoff Whitty

Annotation: Reviews the author's work in Sociology of Education as well as that of other key contributors; examines issues in the use (or non-use) of work done by sociologists of education and by educational policy workers in Britain.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Curriculum and Politics, Comparative Curriculum, Ideology and School Knowledge

McDonnell, Lorraine M., and M. Stephen Weatherford, "Recognizing the Political in Implementation Research," Educational Researcher, 45(May, 2016), 233-242., Lorraine M. McDonnell and M. Stephen Weatherford

Annotation: Analyzes elements of policy-making decisions and those of policy implementation; proposes integrating political dimensions into implementation research.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching, Curriculum Research Domains and Structure
Source Discipline: Education
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Knowledge Generation, Curriculum Deliberation

Sahlberg, Pasi, "The Finnish Paradox: Public Education Within a Competitive Market Economy," pp. 110-130 in Frank Adamson, Bjorn Astrand, and Linda Darling-Hammond, eds., Global Educational Reform: How Privatization and Public Investment Influence Educational Outcomes. New York: Rutledge, 2016., Pasi Sahlberg

Annotation: Explains the features of the Finnish educational system that has been completely supported by public funds and has attained top level global status in student achievement while remaining immune to the lure of the Global Education Reform movement with its opposite features of market-mechanisms, standarization of learning, test-based accountability,and neoliberal ideology.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum and Politics, Freedom/Authority and Curriculum, Curriculum Standards and Testing, Democratic Education, Local Control of Schooling

Santoro, Doris A., "'We're Not Going To Do That Because It's Not Right': Using Pedagogical Responsibility to Reframe the Doublespeak of Fidelity," Educational Theory, 66(Nos.1-2, 2016), 263-277., Doris A. Santoro

Annotation: Draws on Dewey to argue for teachers' responsibility to implement curriculum ethically, amid mandates by corporatocratic policy makers to adhere with fidelity to specific education laws or regulations.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching, Curriculum Contexts and Societal Influences, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Implementation, Ethical Issues in Curriculum, Freedom/Authority and Curriculum, Local Control of Schooling

Rosario, Jose R., "Curriculum, Nuyorican Memoirs, and the Improvisation of Identity," pp. 547-563 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Jose R. Rosario

Annotation: Argues that curriculum should focus on the individual's "making of oneself" or assisting with unfolding his/her identity and life; implications of this view are drawn; illustrations are presented from a Puerto Rican memoir.

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, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Ethical Issues in Curriculum, Teaching/Learning Process

Dei, George J. Sefa,"Revisiting the Question of the Indigenous," pp 291-309 in Joao M Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., George J. Sefa Dei

Annotation: Challenges the notion of universal knowledge as a basis for curriculum content; makes the case for incorporating a variety of indigenous knowledges into the curriculum; posits an indigenous discursive framework.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Ideology and School Knowledge, Knowledge Generation, Curriculum and Politics, Ethical Issues in Curriculum, Value Assumptions and Ideologies in Curriculum

Kennedy, Mary, "Parsing the Practice of Teaching," Journal of Teacher Education, 67(January-February, 2016), 6-17., Mary Kennedy

Annotation: Presents an alternative 5-step way of defining what teachers do, the first of which is "portraying the curriculum"; describes this process as "live events", "activity flows", and judgements on "good portrayals" for which criteria can be prescribed.

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, Teacher Education

McPhail, Graham J., "From Aspiration to Practice: Curriculum Challenges for a New Twenty-first Century Secondary School," The Curriculum Journal, 27(June 4, 2016) 518-537., Graham J. McPhail

Annotation: Reports and analyzes a case study of a New Zealand school and its curriculum design processes; examines conceptual progression in particular.

Broad Topical Focus: Curriculum Development, Organization, Design, 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, Curriculum Development Strategies

Morris, Marla A., Curriculum Studies Guidebooks: Concepts and Theoretical Frameworks, Volumes 1 and 2, New York: Peter Lang, 2016., Marla A. Morris

Annotation: Contains summaries of recent works within the field of Curriculum Studies around historical, political, multicultural, gender, and literary concepts of curriculum (in Volume 1) and around aesthetic, spiritual, cosmopolitan, ecological, cultural studies, post-colonial, post-strutural, and psychoanalytic concepts of curriculum (in Volume 2);

Broad Topical Focus: Curriculum Research Domains and Structure, Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Literature of Curriculum, Curriculum History, Curriculum Professors, Curriculum Theory Creation and Uses, Knowledge Generation

Frelin, Anneli, "Curriculum, Didaktik, and Professional Teaching: Conceptual Contributions from the Intersections of Curriculum Studies in an Age of 'Crisis' in Education," pp 645-662 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Anneli Frelin

Annotation: Discusses both the Anglo-Saxon conception of Curriculum Studies and the German/European conception of the Didaktik tradition; notes the role of the teacher in these two traditions; raises questions regarding the teaching profession in light of these traditions.

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: Comparative Curriculum, Conceptions of Teaching, Curriculum Theory Creation and Uses, Professionalization in Curriculum, Teacher Education

Wyse, Dominic, Louise Hayward, and Jessica Pandya, "Introduction," pp. 1-26 in Dominic Wyse, Louise Hayward, and Jessica Pandya, eds., Sage Handbook of Curriculum, Pedagogy, and Assessment. Los Angeles: Sage, 2016., Dominic Wyse, Louise Hayward, and Jessica Pandya

Annotation: Gives a preview of the 60 articles in their two-volume collection; see also Chapter 1 on "Conceptions of Curriculum," Chapter 7 on "Didactics," and Chapter 57 on "Local Freedom and National Prescriptions in Curriculum;" the Handbook is international in scope but written mainly by British scholars.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Comparative Curriculum, Curriculum History, Literature of Curriculum

Englund, Tomas, "On Moral Education through Deliberative Communication," Journal of Curriculum Studies, 48(No. 1, 2016), 58-76., Tomas Englund

Annotation: Explores the concept of deliberative communication as something to be taught in democratic schools; draws heavily on Dewey and Habermas; example taken from Swedish school policy changes over the last two decades.

Broad Topical Focus: 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: Curriculum Aims and Objectives, Curriculum Deliberation, Democratic Education, Ethical Issues in Curriculum, Comparative Curriculum

Santos, Bonaventura de Sousa, "Ecologies of Knowledge," pp. 185-211 in Bonaventura de Sousa Santos, Epistemologies of the South: Justice Against Epistemicide. New York: Rutledge, 2014., Bonaventura de Sousa Santos

Annotation: Make the case that epistemologies other than those generated by European and North American philosophers (e. g., those from the Global South) should be included in an "ecology of knowledge"; refers chiefly to non-scientific knowledges such as those based on the experience of persons and on various practice (especially of local knowledge and by subaltern groups); extensive explication of the concept is presented; offers thirteen observations as a basis for bringing about such an ecology of knowledge; the book containing this chapter discusses the concept of cognitive justice and its implications world-wide.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Contexts and Societal Influences
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum and the Disciplines, Value Assumptions and Ideologies in Curriculum, Practical Knowledge, Knowledge Utilization, Ideology and School Knowledge, Content Selection and Organization

Poetter, Thomas S., ed., Curriculum Windows: What Curriculum Theorists of the 1980s Can Teach Us About Schools and Society Today. Charlotte, NC: Information Age Publishing, 2016, Thomas S. Poetter

Annotation: Examines fifteen books by leading curriculum theorists published during the decade of the 1980s; each essay is written by a doctoral student at Miami University in Ohio and provides both personal and professional judgments on the value of the ideas presented; see volumes with similar titles that contain analyses of other books published during the 1960s, 1970s, and 1990s by the same editor and publisher.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Collection of Studies
Narrow Topic: Literature of Curriculum, Curriculum History, Curriculum Professors, Curriculum Theory Creation and Uses

Paraskeva, Joao M., "Epistemicides: Toward and Itinerant Curriculum Theory," pp. 261-289 in Joao M. Paraskeva and Shirley R. Steinberg, eds., Curriculum: Decanonizing the Field. New York: Peter Lang, 2016., Joao M. Paraskeva

Annotation: Explains the author's conception of an Itinerant Curriculum Theory; relates this to several philosophical issues--primarily to issues of epistemology; advocates against a curriculum canon and the exclusion of epistemologies from non-western cultures.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Comparative Curriculum, Content Selection and Organization, Curriculum and Politics, Ideology and School Knowledge, Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Wraga, William G., "A Historical Reconstruction of the Work of the National Society for the Study of Education's Committee on Curriculum-Making," Journal of Curriculum Studies, 48(Issue 5, 2016), 565-588., William G. Wraga

Annotation: Presents a detailed study of the Committee and its work between 1924 and the publication of its report in the 1927 NSSE Yearbook; reconsiders whether it actually came to a consensus on principles of curriculum-making as its report says was its purpose; reactions found in later curriculum texts and by later professors are included.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Development Strategies, Curriculum Professors

Fallace, Thomas D., "The Origins of Classroom Deliberation: Democratic Education in the Shadow of Totalitarianism, 1938-1960," Harvard Educational Review, 86(Winter, 2016), 506-526., Thomas D. Fallace

Annotation: Traces references to the inclusion of social issues in the curriculum during this period; discusses the rationales put forth for such inclusion.

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 Deliberation, Curriculum History, Democratic Education, Social Studies, Content Selection and Organization

Westbury, Ian, et al., "Organizing Curriculum Change: An Introduction," Journal of Curriculum Studies, 48(Issue 6, 2016),729-743., Ian Westbury

Annotation: Introduces a series of reports in this issue of JCS that discuss a cross-nation study ("Organizing Curriculum Change") that examined and compared curriculum-making processes and policies of governments and commissions in Norway, United States (Illinois), Finland, Germany, Switzerland, Estonia, and United Kingdom. (See seven articles that follow.)

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Development Strategies

Tahirsylaj, Armend, Kai Niebert, and Richard Duschl,"Curriculum and Didaktik in 21st Century: Still Divergent or Converging?, European Journal of Curriculum Studies, 2(No. 2, 2016), 262-281., Armend Tahirsylaj, Kai Niebert, and Richard Duschl

Annotation: Discusses and compares the U.S. concept of curriculum and the German/European concept of didaktik; analyzes dialogues between theorists about these two concepts and changes brought about by national standards and assessment policies.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Content Analysis
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Aims and Objectives, Curriculum as Experience, Curriculum Professors, Discourse Analysis

Reimers, Fernando M, and Connie K. Chung, eds., Teaching and Learning for the Twenty-First Century. Cambridge, MA: Harvard Education Press, 2016., Fernando M. Reimers and Connie K. Chung

Annotation: Reports on studies in six countries (Singapore, China, Chile, Mexico, India, United States--Massachusetts) on the degree to which they have included and successfully implemented 21st Century Knowledge and Skills as stipulated in the 2012 National Research Council list; summaries of cross-country differences and similarities are also included.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Evaluation, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry
Type of Study: Status Study
Narrow Topic: Comparative Curriculum, Content Selection and Organization, Curriculum Aims and Objectives, Curriculum Implementation, Program Audit/Evaluation

Citations from 2015

Willbergh, Ilmi, "The Problems of 'Competence' and Alternatives from the Scandivavion Perspective of Bildung," Journal of Curriculum Studies, 47(No.3, 2015), 334-354., Ilmi Willbergh

Annotation: Presents a theoretical analysis of both competence and Bildung: explores the question of what should be learned in school and offers an alternative to competence-based models with a revised concept of Bildung in an effort to bridge the gap between schooling and the real world.

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

Stoller, Aaron, "Taylorism and the Logic of Learning Outcomes," Journal of Curriculum Studies, 47(No. 3, 2015), 317-333., Aaron Stoller

Annotation: Traces the connection between Taylor's scientific management principles and the current learning outcomes movement in education; compares these with Dewey's concept of ends-in-view; shows how both Taylorism and the current movement are at odds with democratic principles; written primarily about higher education.

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: Curriculum Aims and Objectives, Ideology and School Knowledge, Higher Education Curriculum, Social Efficiency/Control

Deng, Zongyi, "Organizing and Sequencing of Subject Matter," pp. 78-86 in Ming Fang He, Brian D. Schultz, and William H. Schubert, eds., The Sage Guide to Curriculum in Education. Los Angeles: Sage Publications, 2015., Zongyi Deng

Annotation: Summarizes four different views of organizing and sequencing subject matter within the curriculum; also discusses some related issues and ways to connect subject matter to educational purposes.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Content Selection and Organization

Thomas, Thomas P., and Peter B. Hilton, "Subject Matter as Experience," pp. 11-18 in Ming Fang He, Brian D. Schultz, and William H. Schubert, eds., The Sage Guide to Curriculum in Education. Los Angeles: Sage Publications, 2015., Thomas P. Thomas and Peter B. Hilton

Annotation: Reviews various orientations taken by leading curriculum theorists on making experience the focus of the curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum as Experience

Chen, Der-Thanq, Li-Yi Wang, and Wei-Lang Neo, "School-Based Curriculum Development Toward a Culture of Learning: Nonlinearity in Practice," British Journal of Educational Studies, 63(2,2015),213-228., Der-Thanq Chen, Li-Yi Wang, and Wei-Lang Neo

Annotation: Analyzes focus group discussions of school-based curriculum development in six schools in Singapore; proposes a framework based on a culture of learning model and identifies five constituent themes.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses, Curriculum Development Strategies, Comparative Curriculum

Moreira, Antonio Flavio Barbosa, "The Internationalization of the Curriculum Field: Dialogs and Differences," European Journal of Curriculum Studies, 2(No. 1, 2015), 206-219., Antonio Flavio Barbosa Moreira

Annotation: Analyzes the advantages and disadvantages of discourse exchanges among the world's curriculum specialists and scholars; presents quotes from interviews with curriculum scholars from six countries to bear witness to some of these pluses and minuses as well as to surface ways of improving the process of internationalization of the curriculum field.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Publication Outlets for Curriculum Research and Inquiry, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, American/International Curriculum Organizations, Curriculum Professors, Professionalization in Curriculum

Tillett, Wade, "Integrated, Holistic, and Core Subject Matter," pp. 96-102 in Ming Fang He, Brian D. Schultz, and William H. Schubert, eds., The Sage Guide to Curriculum in Education. Los Angeles: Sage Publications, 2015., Wade Tillett

Annotation: Distinguishes among three ways of integating curriculum subject matter and reviews theoretical and research work related to them.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Integration

Hamilton, David, "The Beginning of Schooling--As We Know It," Journal of Curriculum Studies, 47(No. 5, 2015), 577-593., David Hamilton

Annotation: Traces the cultural and historical beginnings of schoooing in Europe i all its forms (religious and others); explains the evolution of schooling from the 9th to 16th centuries: cites numerous writers on schooling thoughout this period.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Curriculum Aims and Objectives

Meens, David, and Kenneth R. Howe, "NCLB and Its Wake: Bad News for Democracy." Teachers College Record, 117(No.6, 2015), 1-44., David Meens and Kenneth R. Howe

Annotation: Examines the eclipse of local control through NCLB; relates democratic policy-making theory to the circumstances of NCLB and shows how NCLB undermines teaching children meaningful participation in democratic politics; offers a set of guidelines for assessing future federal education policies in terms of democratic principles; related articles and critiques follow this article.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Local Control of Schooling, Government Role in Educational Research & Development, Curriculum Standards and Testing, Curriculum History

Brown, Anthony L., and Keffrelyn D. Brown, "The More Things Change, the More They Stay the Same: Excavating Race and 'Enduring Racism' in U. S. Curriculum," Teachers College Record, 117(No.14, 2015), 103-130., Anthony L. Brown and Keffrelyn D. Brown

Annotation: Traces the evidence of racism in children's literature and U. S. History books; concludes that this evidence aligns with similar discourse in the wider society historically; much remains to be done to create curriculum that is humanizing for Black children and all others.

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: Ideology and School Knowledge, Curriculum History, Multicultural Education, Value Assumptions and Ideologies in Curriculum, Social Studies, English

Deng, Zongyi, "Michael Young, Knowledge, and Curriculum: An International Dialogue," Journal of Curriculum Studies, 47(No. 6, 2015), 723-732., Zongyi Deng

Annotation: Introduces six essays following this editorial preview that are concerned with commenting on Michael Young's 2013 essay in this journal that called for curriculum theorist to address the question of what knowledge students are entitled to have access to in a curriculum; this essay summarizes the six essays around three topics derived from Young's essay; commentaries are by curriculum theorist from USA, Singapore, South Africa, Sweden, USA, and Canada; Young's response to these essays follows.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines, School Subjects

Knoll, Michael, "John Dewey as Administrator: The Inglorious End of the Laboratory School in Chicago," Journal of Curriculum Studies, 47(No. 2, 2015), 203-252., Michael Knoll

Annotation: Tells the history of the beginning and the end of Dewey"s Laboratory School at the University of Chicago; describes President Harper's and Dewey's interactions related to the school; shows how actions of Dewey's wife Alice as principal of the School precipitates conflicts that led to its closing and his leaving the University of Chicago.

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

Snow, Catherine E., "Rigor and Realism: Doing Educational Science in the Real World," Educational Researcher, 44(No.9,2015), 460-466., Catherine E. Snow

Annotation: Argues for the doing of "practice-embedded educational research"; gives examples of this approach and discusses adjustments and research agendas needed.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Comparisons Among Inquiry Modes, Knowledge Generation, Practical Knowledge

Bryk, Anthony S., "Accelerating How We Learn to Improve," Educational Researcher, 44(No.9,2015), 467-477., Anthony S. Bryk

Annotation: Shows how joining together the discipline of improvement science and the power of structured network communities can accelerate learning to improve education; describes a way of doing practice-based research that discovers how to actually make things better.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Comparisons Among Inquiry Modes

Magrini, James M., New Approaches to Curriculum as Phenomenological Text: Continental Philosophy and Ontological Inquiry. New York: Palgrave Macmillan, 2015., James M. Magrini

Annotation: Contains three articles with an introduction and an epilogue; analyzes a theory of curriculum grounded in ontological not metaphysical instrumentalism; treats a phenomenology of nature.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

Molstad, Christina Elbe, "State-Based Curriculum-Making: Approaches to Local Curriculum Work in Norway and FInland," Journal of Curriculum Studies, 47(No.4, 2015), 441-461., Christina Elbe Molstad

Annotation: Contrasts the different ways Norway and Finland conceive and practice the the formulation and implementation of a national curriculum;findings are based on interviews with national school leaders and on state-based documents; in Norway, operationalizing the national curriculum is key; in Finland, local curriculum development is expected.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Local Control of Schooling, Freedom/Authority and Curriculum, Comparative Curriculum

Holt, Maurice, "Obituary: William A. Reid, 1933-2015," Journal of Curriculum Studies, 47(No. 6, 2015),844-848., Maurice Holt

Annotation: Pays tribute to curriculum theorist and past editor of JCS, William A. Reid; recalls his insightful published works on curriculum, his twenty-year service with JCS in several editorial capacities, and the chief facts of his personal life.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Literature of Curriculum, Curriculum Deliberation, Curriculum History

Au, Wayne, and Joseph J. Ferrare, eds., Mapping Corporate Education Reform: Power and Policy Networks in the Neoliberal State. New York: Routledge, 2015., Wayne Au and Joseph J. Ferrare

Annotation: Presents several studies using policy network analysis to demonstrate the webs of involvement of corporate and other non-governmental organizations in governing educational reform under neoliberal assumptions; examples include Teach For America, Pearson, and others from US, China, and Chile.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum and Politics, Government Role in Educational Research & Development, Hidden Curriculum, Ideology and School Knowledge, Religious & Private Schooling, Value Assumptions and Ideologies in Curriculum

Byrk, Anthony S., Louis M. Gomez, Alicia Grunow, and Paul G. Le Mahieu, Learning to Improve: How America's Schools Can Get Better at Getting Better. Cambridge, MA: Harvard Education Press, 2015., Anthony S. Byrk, Louis M. Gomez, Alicia Grunow, and Paul G. Le Mahieu

Annotation: Provides a structure and process for improving educational practice based on the Carnegie Foundation's own field work in schools utilizing six improvement principles (a chapter is devoted to each); networked improvement communities and a systems perspectives are key features.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Practical Knowledge, Organization Theory, Value Assumptions and Ideologies in Curriculum

Magrini, James M., "Phenomenology and Curriculum Implementation: Discerning a Living Curriculum through the Analysis of Ted Aoki's Situational Praxis," Journal of Curriculum Studies, 47(No. 2, 2015) 274-299., James M. Magrini

Annotation: Discusses and interprets Aoki's phenomenological understanding of curriculum implementation, his notion of situational praxis, his embrace of the human elements of curriculum design and implementtion, and his potential influence on educational practice; contains extensive references and quotes from Aoki's writings.

Broad Topical Focus: Curriculum Theorists, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum Professors, Literature of Curriculum, Curriculum Implementation

Doherty, Catherine, "The Constraints of Relevance on Prevocational Curriculum," Journal of Curriculum Studies, 47(No. 5, 2015), 705-722., Catherine Doherty

Annotation: Analyzes the use of "relevance" as a principle of content selection: discussed in the context of both theory and practice with Australian examples; draws on Bernstein's work.

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: Content Selection and Organization

Null, J. Wesley, "Deciding Aims and Purposes of Subject Matter," pp.3-10 in Ming Fang He, Brian D. Schultz, and William H. Schubert, eds., The Sage Guide to Curriculum in Education. Los Angeles: Sage Publications, 2015., J. Wesley Null

Annotation: Traces the emergence of several views from recent curriculum theorists on the role subject matter can play in reaching educational goals or ends.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum History, Curriculum Professors

Citations from 2014

Shalem, Yael, "What Binds Professional Judgment? The Case of Teaching," pp. 93-105 in Michael Young and Johan Muller, eds., Knowledge, Expertise, and the Professions. New York Rutledge, 2014., Yael Shalem

Annotation: Treats the topic of how judgment in teaching depends on theoretical knowledge as well as on experiential knowledge.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Teacher Education, Conceptions of Teaching, Knowledge Utilization, Practical Knowledge, Teacher Knowledge

Torres, Carlos Alberto, First Freire: Early Writings in Social Justice Education. New York: Teachers College Press, 2014., Carlos Alberto Torres

Annotation: Interprets Freire's thought in personal and analytic terms; key themes in Freire's works are cited and documented from his many writings; thorough elucidation by one of Freire's closest friends and critics.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Alternatives in Education, Citizenship Education, Conceptions of Teaching, Curriculum and Politics, Democratic Education, Curriculum Theory Creation and Uses, Ethical Issues in Curriculum, Ideology and School Knowledge, Teaching/Learning Process

Penuel, William R., Rachel S. Phillips, and Christopher J. Harris, "Analyzing Teachers' Curriculum Implementation from Integrity and Actor-Oriented Perspectives," Journal of Curriculum Studies, 46(6,2014),751-777., William R. Penuel, Rachel S. Phillips, and Christopher J. Harris

Annotation: Analyzes teachers' use of an environmental biology curriculum to determine how much they enact it with integrity and how much they altered it and why; suggests both perspectives can provide useful feed-back to curriculum designers.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

Schneider, Mercedes K., A Chronicle of Echoes: Who's Who in the Implosion of American Education. Charlotte, NC: Information Age Publishing, 2014., Mercedes K. Schneider

Annotation: Exposes fraud and deceit by numerous 'reform' organizations in education funded by corporate donors and politicians in efforts to privatize public education and to destroy it; thoroughly documents each organization's activities, funders, and leaders (TFA, KIPP, CCCS, ALEC, Walton Foundation, etc).

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Environment, Curriculum History, Freedom/Authority and Curriculum, Local Control of Schooling, Government Role in Educational Research & Development

Reid, Mark J., "Ethic of Practicality Analysis of Successful Group Curriculum Planning by Teachers," Interchange, 45(May, 2014), 75-84., Mark J. Reid

Annotation: Applies the theoretical construct (Ethic of Practicality, by Doyle and Ponder, 1977) to the processes of curriculum planning employed by three teachers in translating curriculum into classroom learning experiences.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Deliberative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Teacher Planning

Roseboro, Donyell L., "Mediated Youth, Curriculum, and Cyberspace: Pivoting the In-Between," pp. 360-369 in Awad Ibrahim and Shirley R. Steinberg, eds., Critical Youth Studies Reader. New York: Peter Lang, 2014., Donyell L. Roseboro

Annotation: Discusses the curriculum of cyberspace, a typology of the cyberspace curriculum (that operates in an "in-between" reality), and four paradoxes: 1) finished product/perpetually editable, 2)distance/proximity, 3) familiarity/newness, 4) visibility/invisibility/hypervisibility.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Media and Computers in Curriculum Development, Content Selection and Organization

Hamilton, David, and Benjamin Zerfiaurre, BlackBoards and Bootstraps: Revisioning Education and Schooling. Rotterdam: Sense Publishers, 2014., David Hamilton and Benjamin Zerfiaurre

Annotation: Traces the history of schooling and education (which are distinguishable) within their cultural and political contexts from pre-modern periods to today's neo-liberal marketized versions; gives attention to key thinkers, movements, and practical embodiments in each period of education and schooling; provides a basic reader in curriculum and didactics.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Aims and Objectives, Classics of Curriculum Literature, Value Assumptions and Ideologies in Curriculum, Democratic Education

Hurren, Wanda, and Erika L. Hasebe-Ludt, eds., Contemplating Curriculum: Genealogies/Times/Places. New York: Routledge, 2014., Wanda Hurren and Erika L. Hasebe-Ludt

Annotation: Contains twenty-six essays and/or poetry in honor of Ted Tetsuo Aoki and his contributions to the field of Curriculum.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Curriculum Professors

Gerrard, Jessica, and Lesley Farrell, "Remaking the Professional Teacher: Authority and Curriculum Reform," Journal of Curriculum Studies, 46(5,2014),634-655., Jessica Gerrard and Lesley Farrell

Annotation: Explores the way Australian policy-makers understand the role that teachers and teachers' knowledge have in enacting curriculum policy documents; issues of standardization, accountability and state authority are also addressed.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Freedom/Authority and Curriculum, Teacher Knowledge, Curriculum and Politics, Teacher Planning, Curriculum Implementation, Comparative Curriculum

Bascia, Nina, Shasta Carr-Harris, Rose Fine-Meyer, and Cara Zurzolo, "Teachers, Curriculum Innovation, and Policy Formation," Curriculum Inquiry, 44(March, 2014), 228-248., Nina Bascia, Shasta Carr-Harris, Rose Fine-Meyer, and Cara Zurzolo

Annotation: Describers a study of three Canadian teachers involved in curriculum policy development starting with their own course development and moving their work to district and provincial policy levels; reviews related literature; each case study describes teacher agency and the dynamics at work in curriculum change over several years.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Planning, Curriculum Development Strategies

Brown, Anthony L., and Wayne Au, "Race, Memory, and Master Narratives: A Critical Essay on U.S. Curriculum History," Curriculum Inquiry, 44(June, 2014), 358-389., Anthony L. Brown and Wayne Au

Annotation: Asserts that U. S. curriculum history has omitted non-white topics and texts; cites African-American, Mexican-American, Asian-American, Native-American curriculum discourses that need to be recovered and included in U.S curriculum history; explores possible reasons for these omissions; suggests questions for further research on curriculum history in the U.S.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Literature of Curriculum, Curriculum History, Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Landgraf, Kurt, "Foreword: Special Issue on the Future of Educational Assessment," Teachers College Record, 116(No.11, 2014),1-3, Kurt Landgraf

Annotation: Describes the work of the Gordon Commission on the Future of Assessment in Education and introduces a series of articles related to its report and recommendations.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Student Assessment, Curriculum Theory Creation and Uses

Scott, David, "Knowledge and the Curriculum," The Curriculum Journal, 25(No. 1, 2014),14-28., David Scott

Annotation: Focuses on knowledge and how it relates to school curriculum; explores the reasons necessary to justify knowledge inclusion into and exclusion from the curriculum; discusses arguments from Foundationalism, Instrumentalism, Pragmatism, and social epistemologies; concludes with a set of principles from which a curriculum rationale can be developed.

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

Biesta, Gert, "Pragmatising the Curriculum: Bringing Knowledge Back into the Curriculum Conversation, but Via Pragmatism," The Curriculum Journal, 25(No. 1, 2014), 29-49., Gert Biesta

Annotation: Analyzes Dewey's transactional theory of knowing; draws implications for curriculum decision-making; other related articles follow.

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