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Citations from 2021

Welsh, Richard O., "Assessing the Quality of Education Research Through Its Relevance to Practice: An Integrative Review of Research-Practice Partnerships," Review of Research in Education, March 2021. Vol 45, pp. 170-194., Richard O. Welsh

Annotation: Reviews the literature between 2010 and 2020 on research-practice partnerships (RPPs) in education on five topics: 1) partnering up, 2) funding, 3) working together, 4) engaging stakeholders, and 5) effectiveness; analyzes these findings in terms of the quality and use of educational research; reviews the concept of RPPs and their growth during this period.

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: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generartion, Knowledge Linkage, Knowledge Utilization

Gough, David, "Appraising Evidence Claims," Review of Research in Education, March, 2021. Vol. 45, pp. 1-26., David Gough

Annotation: Summarizes the task of, and the tools used in, appraising the quality and fitness-to-purpose of research evidence claims; sets forth a framework for doing this that addresses 1) the nature of an evidence claim, 2) the basis for making such claims, and 3) the standards used to judge these claims, as well as 4) the communication of these claims to policy makers, practitioners, and others using the research in their educational decision-making; focuses on doing reviews of research that aim to match user contexts.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generartion, Knowledge Linkage, Knowledge Utilization

Coburn, Cynthia E., William R. Penuel, and Caitlin C. Farrell, "Fostering Educational Improvement with Research-Practice Partnerships," Phi Delta Kappan, 102(April, 2021), 14-19., Cynthia E. Coburn, William R. Penuel, and Caitlin C. Farrell

Annotation: Points out examples of several research-practice partnerships and the various types of collaborative work they are doing; traces the development of these types of research-practice partnerships.

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: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization

Ming, Norma C., and Lauren B. Goldenberg, "Research Worth Using: (Re)Framing Research Evidence Quality for Educational Policymaking and Practice," Review of Research in Education, March 2021. Vol. 45, pp. 129-169., Norma C. Ming and Lauren B. Goldenberg

Annotation: Introduces a "Research Worth Using Framework" for designing and using educational research that focuses on the quality of evidence most helpful to policymakers and practitioners; the framework includes five dimensions (with several sub-dimensions): 1) relevance of question, 2) theoretical credibility, 3) methodological credibility, 4) evidentiary credibility, and 5) relevance of answer.

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: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generartion, Knowledge Linkage, Knowledge Utilization

Crain-Dorough, Mindy, and Adam C. Elder, "Absorptive Capacity as a Means of Undersatanding and Addressing the Disconnects Between Research and Practice," Review of Research in Education. March 2021. Vo. 45, pp. 67-100., Mindy Crain-Dorough and Adam C. Elder

Annotation: Reviews the research on the disconnects between research and practice, including 1) prior knowledge, 2) the view of the value that both communities place on research, 3) their methods of acquisition of new knowledge, 4) their ability to assimilate/transform new knowledge, and 5) contingent factors such as power relationships and social integration mechanisms; discusses ways that future research can deal with these disconnects and improve research use; employs an "absorptive capacity" framework derived from Todorova and Durisin, 2007.

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: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generartion, Knowledge Linkage, Knowledge Utilization

Gordon, Nora, and Carrie Conaway, Common-Sense Evidence: The Education Leader's Guide to Using Data and Research. Cambridge, MA: Harvard Education Press, 2020., Nora Gordon and Carrie Conaway

Annotation: Provides a step-by step guide for identifying a problem of practice, finding relevant research on the problem, and determining how relevant and convincing the research is; identifies the limitations to the "evidence-based" requirement in ESSA 2015; discusses how to build evidence from your own data, how to communicate and interpret your evidence, and how to organize to use evidence; particular examples are given throughout.

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: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization

Hendry, Petra Munro, "Narrative and Curriculum Theorizing,." In Oxford Research Encyclopedia of Eduation. Online 24 October 2018. https://doi.org/10.1093/acrefore/9780190264093.013.134, Petra Munro Hendry

Annotation: Traces the emergence of narrative inquiry in curriculum studies as a form of interpretive inquiry in contrast to more technical approaches; explains its grounding in ontological/ethical views of "being" rather than in disciplinary views of knowledge/epistemology; discusses these differences and the shift in curriculum inquiry that these differences have brought about; also discusses the view of curriculum as "becoming' rather than "replication" that this shift implies; discusses how the narrative (narrating) way of inquiry is approached by curriculum theorists.

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 Generartion, Qualitiative Research, Curriculum Theory Creation and Uses

Deng, Zongyi, "Rethinking Curriculum and Teaching." In Oxford Research Encyclopedia of Education. On 24 Myy 2017. https://doi.org/10.1093/acrefore/9780190264093.013.55, Zongyi Deng

Annotation: Reviews efforts to define and distinguish curriculum and teaching; cites writers and sources that have dealt with these issues; suggests three notions of curriculum (as policy decisions, as programmatic decisions, and as instructional decisions); suggests three notions of teaching (as sociocultural practice, as institutional practice, and as deliberative classroom practice); argues for rethinking these concepts in light of global cultural changes of the 21st century.

Broad Topical Focus: Curriculum Definitions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriclum Thoery Creation and Uses, Conceptions of Teaching, Value Assumptions and Ideologies in Curriculm, Curriculum History

Miller, John P., "Key Instances of Holistic Curriculum as an Alternative to National Curriculum," in The Oxford Research Encyclopedia of Education. Online 19 November 2020. https://doi.org/10.1093/acrefore/9780190264093.013.1144, John P. Miller

Annotation: Describes the principles central to holistic education and its associated pedagogy; gives examples.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives; Value Assumptions and Ideologies in Curriculum

Straume, Ingerid, "Bildung from Paideia to the Modern Subject." In Oxford Research Encyclopedia of Education. Online 27 August 2020. https://doi.org/10.1093/acrefore/9780190264093.013.1417, Ingerid Straume

Annotation: Traces the meaning and influence of the idea of Bildung in education from its Greek origins through its German and Scandinavian manifestations; traces the conceptual tensions and paradoxes in these manifestations; analyzes each of these in great detail; discusses the possibilities of these concepts for our times.

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

Mulcahy, D. G., "Tradition and Change in the Curriculum of Liberal or General Education." In Oxford Research Encyclopedia of Education. Online 23 February 2021. https://doi.org/10.1093/acrefore/9780190264093.013.1066, D. G. Mulcahy

Annotation: Reviews the history of liberal education from Newman, Adler, and Hirst's to Nussbaum, Martin, and AAC&U's versions; mostly with reference to higher education.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Liberal Education/General Eduation, Curriculum History

Farley-Ripple, Elizabeth N., "A New Day for Education Research and Practice," Phi Delta Kappan, 102(April, 2021), 8-13., Elizabeth N. Farley-Ripple

Annotation: Describes the way educational research gets used and how researchers and practitioners are working more closely together.

Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Linkage, Knowledge Utilization

Reich, Justin, Failure to Disrupt: Why Technology Alone Can't Transform Education. Cambridge, MA: Harvard University Press, 2020., Justin Reich

Annotation: Analyses technologies being used in "learning-to-scale" projects of three types (instructor guided, algorithm guided, peer guided); critiques their over-hyped claims; discusses the dilemmas faced in producing and implementing educational products via technology.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Media and Computers in Curriculum Development, Curriculum Implementation, Evaluation of Instruction, Materials Development and Evaluation

Chang-Bacon, Chris K., "Generation Interrupted: Rethinking 'Schools with Interrupted Formal Education' (SIFE) in the Wake of a Pandemic," Educational Researcher, 50 (3, 2021), 187-196., Chris K. Chang-Bacon

Annotation: Examines options for responding to educational needs of students whose education has been interrupted by the pandemic of 2020-2021 in light of studies of this issue previously undertaken regarding interruptions in education due to political instability, national disasters, refugee migration, etc.; discusses curriculum adaptations, socio-emotional support, community action, as well as the possibility of rethinking such terms as "SIFE,"' "interruption," and "formal education."

Broad Topical Focus: Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Differentiaion, Enrollment Changes, Needs Assessment

Tanner, Daniel, "History of Curriculum Development in Schools." In Oxford Research Encyclopedia of Education. Online 27 October 2020. https://doi.org/10.1093/acrefore/9780190264093.013.1037, Daniel Tanner

Annotation: Traces the detailed history of school curriculum and its development from Rousseau, Mann, Herbart, Spencer, Ward, Dewey, and Caswell, as it relates to democracy in education; points to three universal curricula (general, vocational, enrichment); traces the history of the comprehensive high school in the United States; cites highlights in the field of curriculum development (26th NSSE Yearbook, Eight Year Study, Core Problems of Democracy Course) and the rise of discipllnary curricula in the 1960s and the standards movement that followed.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hiistorical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Development Strategies

Short, Edmund C., and George D. Marconnit, eds., Contemporary Thought on Public School Curriculum. Dubuque, IA: Wm C. Brown Compmany Publishers, 1968., Edmund C. Short and George D. Marconnit

Annotation: Contains 89 readings on curriculum in five sections (curriculum as a field of study, curriculum purposes and objectives, curriculum quality, curriclulum theory and processes, perspectives for the future).

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, Literature of Curriculum

Short, Edmund C., A Coherent Curriculum for Every Student: Curriculum Proposals for Possible Adoption. Lanham, MD: Rowman & Littlefield, 2020., Edmund C. Short

Annotation: Summarizes 33 coherent proposes for K-12 curriculum drawn from publications over many decades and briefly annotates more than 60 less comprehensive ones; proposals are grouped by focus: academic, democratic, global, living, person, problems, values; provides curriculum planners with options for possible adoption in one convenient resource.

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

Karaba, Robert, "Educational Leadership for Democratic Citizenship," pp. 257-270 in Charles L. Lowery and Patrick M. Jenlink, eds., The Handbook of Dewey's Educational Theory and Practice. Boston: Brill Sense, 2019., Robert Karaba

Annotation: Notes Dewey's three interrelated dispositions necessary for democracy: inquiry, critical thinking, and cooperation.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Democratic Education

Castner, Daniel J., "Adaptive Challenges," pp. 241-254 in Charles L. Lowery and Patrick M. Jenlink, eds., The Handbook of Dewey's Educational Theory and Practice. Boston: Brill Sense, 2019., Daniel J. Castner

Annotation: Traces the influences of (and the absence of) Dewey's thinking in the field of curriculum development and curriculum leadership.

Broad Topical Focus: Curriculum Thoerists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hiistorical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Development Strategies

Short, Edmund. C., "Curriculum Proposals," in Bill Schubert and Ming Fang He, eds., Oxford Encyclopedia of Curriculum Studies. New York : Oxford University Press, 2021. DOI: 10.1093/acrefore/ 9780190264093.013.ORE_EDU 01500.R1, Edmund C. Short

Annotation: Describes the concept of curriculum proposals together with a concceptualization of the components of curriculum; discuses their usefulness.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Development Strategies, Curriclum Thoery Creation and Uses

Jenlink, Patrick M., "Dewey's Social Imaginary of Democratic Education," pp. 3-20 in Charles L. Lowery and Patrick M. Jenlink, eds, The Handbook of Dewey's Educational Theory and Practice. Boston: Brill Sense, 2019., Patrick M. Jenlink

Annotation: Makes evident through quotes form Dewey's writings what his view of democratic society should look like; it must involve community life, creative confronting of social problems, use of imaginative judgment, done in cooperation with all citizens; be related to a moral order, and employ the method of practical intelligence.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Democratic Education

Meadows, Elizabeth, "What Is a Democracy?" pp. 21-40 in Charles L. Lowery and Patricia M. Jenlink, eds., The Handbook of Dewey's Educational Theory and Practice. Boston: Brill Sense, 2019., Elizabeth Meadows

Annotation: Presents a comprehensive understanding of Dewey/s conception of democracy and of education for democracy bases on extracts from Dewey's works.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Democratic Education

HIggs, Joy, "Appreciating Practice Wisdom," pp. 3-14 in Joy Higgs, ed., Practice Wisdom: Values and Interpretations. Boston: Brill Sense, 2019., Joy Higgs

Annotation: Defines wisdom, practice, and practice wisdom; conceptualizes knowing, being, doing and becoming in relation to practice wisdom.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curricllum as Esperience, Curriclum Aims and Objectives, Practical Knowledge, Professionalization in Curriculum, Teacher Knowledge

Chinn, Clark A., Sarit Barzilai, and Ravit Golan Duncan, "Education for a 'Post-Truth' World: New Directions for Research and Practice," Educational Researcher, 50(1, 2020), 51-60., Clark A. Chinn

Annotation: Argues for including epistemic performance (aims, ideals, and practices) throughout the curriculum to facilitate the identification and evaluation of false or misleading information; recommends five instructional practices to accomplish this goal.

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 Aims and Objectives, Critical Thinking

Gordon, Stephen P. "Supervision's New Challlenge: Facilitating a Multidimentional Curriculum," Journal of Educational Supervision, 1(2, 2018), 17-32., Stephen P. Gordon

Annotation: Proposes a seven-dimentional model of holistic curriculum--cognitive, social-emotional, moral, cultural, democratic, creative-artistic, health and physical--within the context of educational supervision.

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

Kristjansson, Kristjan, Flourishing as the Aim of Education: A Neo-Aristotelian View. New York: Routledge, 2020., Kristjan Kristjansson

Annotation: Reviews, analyzes, critiques, and re-conceives the concept of human flourishing as the aim of education, as conceived by dozens of philosophers and educators; shows how the concept needs to go beyond an Aristotelian view; an exemplary philosophical work.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Anlaysis, Philosophical Inquiry-Ampiiative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

Peng, Caixia, "Curriculum HIstory Research in Mainland China and Taiwan: Its Status and Prospects," pp.149-162 in Gary McCullough, Ivor Goodson, and Mariano Gonzalez-Delgado, eds., Transnational Perspectives on Curriculum History. New York: Routledge, 2020., Caixia Peng

Annotation: Details curriculum history research done in China and Taiwan following the work of U. S. curriculum historians; offers methodological enhancements and new theories to pursue.

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

Sullanmaa, Jenni, Kirsi Pyhalto, Janne Pietarinen, and Tiina Soini, "Curriculum Coherence as Perceived by Disrict Level Stakeholders in Large-Scale National Curriclulm Reform in Finland," The Curriclum Jourmal, 30(3, 2019), 244-263., Jenni Sullanmaa

Annotation: Reports a factor analysis study of the factors in curriculum coherence that stakeholders perceived in Finish curriculum reform (consistency, integration, and alignment between objectives, content, and assessments).

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Integration, Comparative Curriculum

Stone, Brian A., "Curriculum-Centered Barriers to Child-Centered Practice and Frames for Resistance," Professing Education, 18(1 & 2, 2020), 51-64., Brian A. Stone

Annotation: Makes the case for child-centered practices in K-8 education; argues against the neo-liberal/accountability framework in education; points to ways of resisting this negative framework.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories, Curriclulum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Elementary School Curriculum, Criticism of Schooling, Curriculum Aims and Objectives

Gacoin, Andree, The Politics of Curriculum Making: Understanding the Possibiliites for and the LImitations to a 'Teacher-led' Curriculum in British Columbia. Vancouvr, B. C.: British Columbia Teachers' Federation, 2018., Andree Gacoin

Annotation: Reports how teachers who served on provincial curriculum development teams navigated that process, framed that work, understood curriculum content and implementation, and separated expertise from politics.

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, Curriculum Implementation, Comparative Curriculum, Curriculum and Politics

Bayrakci, Mustafa, and Omer Cem Karacaoglu, "Determining Learning Outcomes of Curriculum Development in Education . . . . ," International Journal of Curriculum and Instruction, 12(2, 2020), 507-532., Mustafa Bayrakci and Omer Cem Karacaoglu

Annotation: Describes a study of tests given in Turkey to teachers-in-training regarding their knowledge of curriculum development from 2001-2018; reports various categories and frequencies and changing emphases over the years.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Curriculum Development Strategies, Comparative Curriculum

Melese, Solomon, and Aschals Tadega, "The Ethiopian Curriculum Development and Implementation vs-a-vs Schwabs' Signs of Crisis in the Field of Curriculum," Cogent Education, 6(1, 2009)., Solomon Melese and Aschals Tadega

Annotation: Examines curriculum development in Ethiopia in terms of Schwab's six "flights" of curriculum scholarship; concludes that professionals in curriculum development need to be organized to protect their field and to conduct their research and practice.

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:

Goodson, Ivor , "From Mystification to Markets: The Evolution of Curriculum History and LIfe History," pp. 13-26 in Gary McCulloch, Ivor Goodson, and Mariano Gonzalez-Delgado, eds., Transnational Perspectives on Curriculum History. New York: Routledge, 2020., Ivor Goodson

Annotation: Summarizes studies in curriculum history from US and UK including subject histories and histories of the work of teachers.

Broad Topical Focus: Curricuum Policies and Policy Making, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Hiistorical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Comparative Curriculum, Knowledge Generation

Ben-Peretz, Meriam, and Cheryl J. Craig, "Intergenerational Impact and Curriculum Enigma: The Scholarly Legacy of Joseph J. Schwab," Educational Studies, 44(4, 2018), 421-448., Meriam Ben-Peretz and Cheryl J. Craig

Annotation: Traces Joseph J. Schwab's life, scholarly work, and influence in several fields; this study uses the inquiry into inquiry approach.

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

Duran, Volkan, and Huseyin Martol, "Kaizen Perspective in Curriculum Development," Asian Journal of Education and Training, 6(3, 2020), 384-396.., Volkan Duran and Huseyin Mertol

Annotation: Analyzes documents to determine core principles of the Kaizen approach to curriculum development.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry--Ampliative Criticism, Content Analysis
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

Pyott, Terri D., and Joshua R. Polanin, "High-Quality Meta-Analysis in a Systematic Review," Review of Educational Research, 90(1, 2020), 24-46., Terri D. Pyott and Joshua R. Polanin

Annotation: Reviews best practices for doing meta-analysis in systematic reviews of quantitative research for transparency and accountability.

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 Generartion, Knowledge Linkage

Alexander, Patricia A., "The Art and Science of Quality Systematic Reviews," Review of Research in Education, 90(1, 2020), 6-23., Patricia A. Alexander

Annotation: Reviews challenges to doing systematic reviews pertaining to all phases of the process.

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 Generartion, Knowledge Linkage

Wearing, Judy, Marcea Ingersoll, Christopher DeLuca, Benjamin Bolen, Holly Ogden, and Theodore Michael Christou, eds., Key Concepts in Curriclum Studies: Perspectives on the Fundamentals. New York: Routledge, 2019., Judy Wearing

Annotation: Contains anchor texts and responses on19 constructs related to curriculum from Aesthetics to Temporality.

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: Collection of Studies
Narrow Topic: Curriculum Aims and Objectives; Value Assumptions and Ideologies in Curriculum

Bas, Gokhan, and Cihad Senturk, "Teachers' Voice: Teacher Participation in Curriculum Development Process," Inquiry in Education, 11(1, 2019), 1-31., Gokhan Bas and Cihad Senturk

Annotation: Reports and analyzes interviews of high school teachers in Turkey to ascertain the extent of their involvement in the curriculum development process.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Comparative Curriculum. Teacher Planning

Miller, Janet L., "Entangiing Rationaliites and Differing Differences: Forty Years of Bergamo and JCT Curricluum Theorizings and Pracitices," Journal of Curriculum Theorizing, 35(1, 2020), 1-15., Janet L. Miller

Annotation: Reviews in detail the work of scholars associated with Bergamo Conferences and JCT over forty years.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay; Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History; American/International Curriculum Organizations

Sinnema, Claire, "Learning for and Realizing Curriculum Aspirations through Schools as Learning Orgaizations," European Journal of Education, 55(1, 2020), 9-23., Claire Sinnema

Annotation: Proposes a model of realizing a new national curriculum through addressing and challenging four learning demands and seven steps for schools as learning organizations.

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: Curriculum Implementation

Fallace, Thomas, "John Dewey and the New Left, 1960-1988," Journal of Curriculum Studies, 52(5, 2020), 593-607., Thomas Fallace

Annotation: Traces the influence of Dewey's ideas about education on education writers during this period; notes others who critiqued Dewey; notes some who cited him regularly; notes some paradoxes that were created due to selective interpretations.

Broad Topical Focus: Curriculum Visions and Philosophies; Curriculum Theorists
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History

Craig, Cheryl J., and Maria Assuncao Flores, "Fifty Years of 'Life in Cleassrooms': An Inquiry into the Scholarly Contributions of Philip Jackson," Journal of Curriculum Studies, 52( 2, 2020), 161-176., Cheryl J. Craig and Maria Assuncao Flores

Annotation: Traces the life and scholarly work and influence of Philip W. Jackson in curriculum, teaching, and teacher education; this study uses the inquiry into inquiry approach.

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

Macintyre Latta, Margaret, "Curricular Enactment Matters: Reorienting Education," Journal of the Canadian Association for Curriculum Studies, 10(2, 2018), 34-51., Margaret Macintyre Latta

Annotation: Calls for embodying artistic modes of meaning-making (a la Dewey and Greene); notes the kinship of this approach with indigenous ways of knowing and being.

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: Curriculum Implementation; Asthetics and Curriculum

Citations from 2020

Farley-Ripple, Elizabeth, "Wordplay or Paradigm Shift: The Meaning of Rsearch Impact," International Journal of Educational Policy and Laadership, 18(11, 2020)., Elizabeth Farley-Ripple

Annotation: Reports a survey of U. S.thought leaders on several questions: 1) is research impact different from research use? 2) does impact matter in different ways for different parts of education? 3) is impact observable? 4) how do you make impact happen? Also notes common contextual issues.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Government Role in Eduational Research and Development, Knowledge Untilization

Hammond, J. W., Pamela A. Moss, K. Minh Q. Huynh, and Carol Lagoze, "Research Synthesis Infrastructure; Shaping Knowledge in Education," Review of Research in Education, 44(2020), 1-35., J. W. Hammond, Pamela A. Moss, K. Minh Q. Huynh, and Carol Lagoze

Annotation: Analyzes similarities and differences among four aspects (genre, quality, stakeholders, and coliective work) of six research synthesis infrastructures (RER and What Works Clearinghouse in education and four others outside education); describes the workings and status of these organizations together with implications for future changes.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generartion, Knowledge Linkage

Biesta, Gert, "How Genreal Can Bildung Be? Reflections on the Future of a Modern Educational Ideal," British Journal of Philosophy of Education, 36(3,2002), 377-390.Reprinted pp. 23-38 In Gert Biesta, Obstinate Education. Boston: Brill Sense, 2019., Gert Biesta

Annotation: Explains the evolution of the term Bildung as a prelude for discussing the question stated in the title.

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

van den Akker, Jan, "Building Bridges: How Research May improve Curriculum Policies and Classroom Practices," pp. 175-195 in Sheila M. Stoney, Ed., Beyond Lisbon 2010: Perspectives from Research and Development for Education Policy in Europe. CIDREE and NFER, 2010., Jan van den Akker

Annotation: Explores ways that design and development research (D&DR) can strengthen curriculum policy making and classroom practices; reiterates the author's 2003 conceptualization of curriculum and curriculum development strategies; sets out key features of curriculum design and development research (preliminary investigation, theoretical embedding, empirical testing, documentation, analysis and refection on process and outcomes, evaluation); gives general format that design principles derived through this process should take; encourages international sharing of curriculum D&DR findings.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Develpment, Organizaion, Design, Curricuum Research Domains and Structure, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies

McClure, Robert M., "Institutional Decisions in Curriculum," pp. 129-150 in John I. Goodlad & Associates, Curriculum Inquiry: The Study of Curriculum Practice. New York: McGraw-Hill, 1979., Robert M. McClure

Annotation: Reports two field studies (one a school faculty and the other a collection of school districts) and what they did during their curriculum planning activities using the Tyler model; seven tasks were identified.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

So, Kyunghee, "Whom Is the National Curriculum For? Politics in the National Curricuum System in South Korea," pp 165-184 in Guohui Fan and Thomas S. Popkewitz, Eds., Handbook of Educational Policy Studies. Volume 2. Springer, 2020, Kyunghee So

Annotation: Reports the history of curriculum policy-making in South Korea together with a description of current curriculum policies and practices; notes recent trend toward giving schools more freedom to shape the curriculum but without centralized accountability procedures; discusses teacher agency in the system; recommends an alternative approach. to curriculum.

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

Biesta,Gert, "Education and Democracy Revisited: Dewey's Democratic Deficit," pp. 112-129 in his Obstinate Education: Reconnecting School and Society. Boston: Brill Sense, 2019., Gert Biesta

Annotation: Explores Dewey's concepts of democracy and education for their relationship; finds his concept more social and moral than political; his concept of political democracy is limited.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry--Ampliative Criticism
Type of Study: Single Studty
Narrow Topic: Democratic Education

Gowen, Heela, Mira Yemini, Claire Maxwell, and Efrat Blumenfield-Liebenthal, "Terminological Communities: A Conceptual Mapping of Scholarship Indentified with Education's Global Turn," Review of Research in Education, 44(2020), 36-63., Heela Gowen, Mira Yemini, Claire Maxwell, and Efrat Blumenfield-Liebenthal

Annotation: Outlines a methodology for examining topics and themes contained in large bodies of research literature through use of natural language processing software and related software for identifying convergent topics and amount of their emphasis; implemented by qualitative analysis of selected studies; illustrates the use of this innovative methodology by reporting a study of literature in four domains related to global citizenship education.

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, Discourse Analysis

Triche, Stephen S., Reconceiving Curriculum: An Historical Approach. Ph. D. Dissertation, Louisiana State University, 2002., Stephen S. Triche

Annotation: Analyzes the changing views of 20th century curriculum theorists from Tyler to Pinar; outlines the origins of the technological rationale for curriculum from Ramus to Descartes; elucidates Wittgenstein's treatment of language as a form of life (not of logical analysis) and draws implications for curriculum and teaching.

Broad Topical Focus: Curriculum Conceptions and Theories
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 as Experience, Discourse Analysis, Value Assumptions and Ideologies in Curriculum

Short, Edmund C., and Richard W. Grove, "Conceptual Schemes in Curriculum inquiry and Practice: A Critique," Curriculum and Teaching, 9(No. 1, !994), 3-13., Edmund C. Short and Richard W. Grove

Annotation: Analyzes five examples of conceptual schemes in curriculum for the central structural concept; presents guidelines for conducting theoretical inquiry in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
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, Literature of Curriculum

Klein, M. Frances, and John I. Goodlad, "Curriculum Development in Cross-National Perspective," pp. 259-285 in John I. Goodlad & Associates, Curriclum Inquiry: The Study of Curriculum Practice. New York: McGraw-Hill, 1979., M. Frances Klein and John I. Goodlad

Annotation: Reports a study of the work of national curriculum development centers in 18 countries; information was gathered on their curriculum development activities, reviews, and evaluation work; results are reported and analyzed.

Broad Topical Focus: Curriculum Development, Organization, Design, Curricuum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Comparative Curriculum Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, American/International Curriculum Organizaitons

Miller, Richard,, Katrina Liu, and Arnetha F. Ball, "Cricial Counter-Narrative as Transformative Methodology for Educational Equity," Review of Research in Education, 44(2020), 269-300., Richard Miller, Katrina Liu, and Arnetha F. Ball

Annotation: Examines the use of counter-narrative in educational research studies; notes that telling stories that emerge from these studies does not often result in action on issues of equity; proposes a new research methodology that combines critical counter-narratives with critical praxis (action research) to enable not only surfacing of inequitable experiences but also to take transformative action to change inequitable circumstances; see model p. 290.

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

Dinh, Hanh, "Towards a Knowledge-Rich Curriculum: A Case Study of English as a Foreign Language Education in a VIetnamese Context," Journal of Curriculum Studies Research, 1(1, 2019), 54-70., Hanh Dinh

Annotation: Proposes a curriculum with a blend of academic/declarative knowledge and procedural knowledge with the former being minimized; also discusses types of teaching, learning, and assessment activities that this content requires; gives an example of this form of knowledge-rich curriculum in an English as a Foreign Language Program in Vietnam.

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

Tienken, Christopher H., "Democratic Education: What Would Dewey Say?" Kappa Delta Pi Record, 56(1, 2020), 35-41., Christopher H. Tienken

Annotation: Draws attention to Dewey's conception of democracy and its implications for today's curriculum; mentions both threats to and opportunities for democratic education to be newly emphasized.

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: Democratic Education

Trueit, Donna, ed., Pragmatism, Post-Modernism, and Complexity Theory: The Fascinating Imaginative Realm of William E. Doll, Jr. New YorK: Routledge, 2012., Donna Trueit

Annotation: Reprints 26 of Doll's writings across forty years; organizied around his major themes and unique contributions.

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: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses

Green, Bill, "Knowledge, Pedagogy, Democracy: Reclaiming the Australian Curriculum," pp. 265-276 in Alan Reid and Deborah Price, eds., The Australian Curriculum: Promise, Problems, and Possibilities. Canberra: Australian Curriculum Studies Association, 2018., Bill Green

Annotation: Offers a critique of the current Australian Curriculum and of the articles written about it earlier in this book; addresses questions about knowledge, pedagogy, and democracy that are prompted by these earlier articles; gives an overall assessment of where work with the Australian Curriculum now stands.

Broad Topical Focus: Curriculum Policies and Policy Making; Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum, Curriculum Frameworks, Curriculum and Politics, Core Mandates, Freedom/Authority and Curriculum, School Subjects, Elementary School Curriculum

Kesson, Kathleen R., "Circling the Known," pp. 139-146 in Molly Quinn, ed., Compexifying Curriculum Studies: Reflections on the Generative and Generous Gifts of William E. Doll, Jr. New York: Routledge, 2019., Kathleen R. Kesson

Annotation: Summarizes William Doll's analysis of behaviorist, constructivist, and chaos theorists and their implications for curriculum; gives her view of the emergent metaphors (fresh language) for Doll's "implicate order" and their potential for actualization as educational possibilities.

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

Quinn, Molly, ed., Complexifying Curriculum Studies: Reflections on the Generative and Generous Gifts of William E. Doll, Jr. New York: Routledge, 2019, Molly Quinn

Annotation: Contains 21 essays by Doll's colleagues and students that highlight the significance of his curricular and educational ideas and of his life and personality.

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: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses

Westheimer, Joel, "Can Education Transform the World?" Kappa Delta Pi Record, 56(1, 2020), 6-12., Joel Westheimer

Annotation: Discusses three kinds of citizens (personally responsible, participatory, social justice-oriented) and recommends a type of citizenship education program that embraces the third type as essential in a democratic society.

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: Citizenship Education, Democratic Education

Green, Bill, "Introduction: Engaging Curriculum?" pp. 1-20 in Bill Green, Engaging Curriculum: Bridging the Curriculum Theory and English Education Divide. New York: Routledge, 2018., Bill Green

Annotation: Reviews recent developments in the field of curriculum theory; gives the author's own view on those theories involving knowledge, ideology, and pedagogy; makes a case for the use of curriculum theory in studying the English subject curriculum; introduces the essays by the other authors in the book; discusses the verb and the noun forms of the term "engaging" in the book's title; the discussion is set in the context of the Australian curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Research and Inquir--General
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, Curriculum Theory Creation and Uses, Curriculum Frameworks, Content Selection and Organization

Wang, Hongyu, From the Parade Child to the King of Chaos: The Complex Journey of William Doll: Teacher Educator. New York: Peter Lang, 2016., Hongyu Wang

Annotation: Presents seven personal essays on Doll's pedagogy: the pedagogy of play, perturbation, presence, patterns, passion, peace, and participation.

Broad Topical Focus: Curriculum Theorists; Curricuum 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; Conceptions of Teaching

Odiembo, Isaya, "The Loss of Direction in U. S. Education: Who Is to Blame? pp. 119-132 in Joao M. Paraskava and Elizabeth Janson, eds., Voicing the SIlences of Social and Cognitive Justice. Boston: Brill/Sense Publishers, 2018., Isaya Odiembo

Annotation: Analyzes the effects on U. S. public education of the under-funding of schools; of the rise of privatization of schooling; of housing policies, and of a focus on testing of educational outcomes; points to possible remedies.

Broad Topical Focus: Curriculum Policies and Policy Making; Curriculum Contexts and Societal Influences
Source Discipline: Currriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum; Curriculum and Politics

Beier, Jessie L, "1976: Toward a Weird(er) 'Poor Curriculum'," pp. 150-151 in Teresa Strong-Wilson, et al., eds, Provoking Curriculum Encounters Across Educational Experience. New York: Routledge, 2020., Jessie L. Beier

Annotation: Illuminates and reflects on the key ideas of Pinar and Grumet's 1976 book, Toward a Poor Curriculum and its later editions; these pages appear as a part of a larger treatment by the author, subtitled, "Close Encounters of a Pedagogical Kind.'"

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: Classics in Curriculum Literature, Curriculum as Experience

Strong-Wilson, Teresa, et al., eds, Provoking Curriculum Encounters Across Educational Experience: New Engagements with the Curriculum Theory Archive. New York: Routledge, 2020., Teresa Strong-Wilson

Annotation: Includes sixteen articles on a variety of innovative ways to create educational encounters, based on presentations at the 2017 Canadian Provoking Curriculum Conference; the final chapter provides a brief record of the meetings, themes, and people involved in Canadian Curriculum Studies since the 1970s with particular attention to the seven biennial Provoking Curriculum Conferences held between 2003 and 2017.

Broad Topical Focus: Curriculum Research and Inquiry - General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: American/International Curriculum Organizations, Curriculum as Experience

Scarino, Angela, "The Australian Curriculum and Its Conceptual Bases: A Critical Analysis," pp. 19-29 in Alan Reid and Deborah Price, eds., The Australian Curriculum: Promises, Problems, and Possibilities. Canberra: Australian Curriculum Studies Associationm 2018., Angela Scarino

Annotation: Identifies a lack of conceptual bases in the Australian Curriculum for its view of learners and their life-worlds, for its view of learning, for its view of knowledge and knowing, and for its view of the curriculum as a whole.

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; Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Development Strategies, Content Selection and Organization, Curriculum Theory Creation and Uses, Comparative Curriculum

Priestley, Mark, and Gert Biesta, eds., Reinventing the Curriculum: New Trends in Curriculum Policy and Practice. London: Bloomsbury, 2013., Mark Priestley and Gert Biesta

Annotation: Presents several writers' examination of the origins and development of Scotland's Curriculum for Excellence (2012) as well as its focus on capacities and outcomes; provides critiques of these focal elements; compares it to Australian and Unites States curricula, among others; assesses the prospect of using its approach in other settings.

Broad Topical Focus: Curriculum Develpment, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophiclal Inquiry--Ampliative Criticism; Philosophical Inquiry--Speculative Essay, Historical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Collection of Studies, Case Study
Narrow Topic: Comparative Curriculum, Curriculum Development Strategies, Curriculum History, Content Selection and Organization

Bleazby, Jennifer, "Why Some School Subjects Have a Higher Status from Others: The Epistemology of the Traditional Curriculum Hierarchy," Oxford Review of Education, 4(15, 2015), 671-689., Jennifer Bleazby

Annotation: Analyzes the sources of this dilemma and reviews alternatives; draws on Dewey's conception of "authentic curriculum."

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

Citations from 2019

Parker, Walter C., "Toward a Powerful Human Rights Curriculum in Schools: Problems and Possibilities," pp. 457-481 in James A. Banks, ed., Citizenship Eucation and Global Migration: Implications for Theory, Research, and Teaching. Washington, DC: American Educational Research Association, 2017., Walter C. Parker

Annotation: Proposes a human rights curriculum for schools that highlights powerful knowledge; analyzes the role of knowledge in any curriculum; calls for curriculum scholars to attend to 'knowledge blindness' in 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: Citizenship Education, Content Selection and Orgnaization, Knowledge Utilization

Eaton, Paul WIlliam, and Petra Munro Hendry, "Mapping Curricular Assemblages," Teachers College Record, 121(11, 2019)., Paul William Eaton and Petra Munro Hendry

Annotation: Offers a model of curriculum that, in contrast to inducting students into realms of knowledge, considers curriculum as continuous discovery, experiencing, thinking through embodying, and plugging into exchanges of communications among people, actions, and entities; draws on a reading of Deleuze and Guattari (1987).

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

Wahlstrom, Ninni, "Where is 'Political' in Curriculum Research? Journal of Curriculum Studies, 50(6, 2018), 711-723", Ninni Wahlstrom

Annotation: Reviews articles in JCS's first 50 years that reflect the changing history of curriculum research during this period; treats topics such as content vs goals, the advent of ethnographic methods, the tension over whether to focus on schools or their broader social contexts; and whether a political perspective should be incorporated into curriculum research.

Broad Topical Focus: Curriculum Reseach and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

Nordin, Andreas, and Daniel Sundberg, "Exploring Curricular Change Using Discursive Institutionalism -- A Conceptual Framework," Journal of Curriculum Studies, 50(6, 2018), 820-835., Andreas Nordin and Daniel Sundberg

Annotation: Analyzes curriculum change within three domains (policy, programs, philosophies) using a "discursive institutionalism" framework (which is explained); this process is illustrated using the Swedish Reform of 2011 as an example.

Broad Topical Focus: Currriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Concpetual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

Wahlstrom, Ninni, and Daniel Sundberg, "Discursive Institutionalism: Toward a Framework for Analyzing the Relation Between Policy and Curriculum," Journal of Educational Policy, 33(1, 2017)., Ninni Wahlstrom and Daniel Sundberg

Annotation: Offers a framework for analyzing transnational curricula at several levels (societal, programmatic, policy enactment, and curricular enactment) based on curriculum theory and discursive institutionalism (illustrated in the context of Swedish Lgr 11).

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Concpetual Inquiry
Type of Study: Single Study
Narrow Topic: Comparative Curriculum

Caswell, Hollis L., and Associates, "The Changing Curriculum," pp 1-21 in their Curriculum Improvement in Public School Systems. New York: Bureau of Publications, Teachers College, Columbia University, 1950., Hollis L. Caswell

Annotation: Reviews the history of U. S. curriculum to date; subsequent chapters discuss curriculum development and evaluation.

Broad Topical Focus: 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

Apple, Michael W., "Critical Curriculum Studies and the Concrete Problems of Curriculum Policy and Practice," Journal of Curriculum Studies, 50(6,2018), 85-690., Michael W. Apple

Annotation: Sums up the author's concerns about how critical analysis has waxed and waned in the curriculum field and about the way the field has lost its way and its voice.

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

Alkan, Sinem Hizll, and Mark Priestley, "Teacher Mediation of Curriculum Making: The Role of Refexivity," Journal of Curriclum Studies, 51(5, 2019), 751-754., Sinem Hizll Aikan and Mark Priestley

Annotation: Reports a study of how teachers in Scotland and Wales shaped their curriculum making through processes of reflexivity upon their own perspectives and upon contextual factors, such as structural and cultural; various modes of reflexivity are shown to be at work in these teachers; it is suggest that the research framework used in this study can be a useful way of studying teachers' involvement in curriculum making.

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: Comparative Curriculum, Curriculum Development Strategies

Ingman, Benjamin C., and Christy McConnell Moroye, "Experience-Based Objectives," Educational Studies, 55(3, 2019), 346-367., Benjamin C. Ingman and Christiy McConnell Moroye

Annotation: Reviews the literature on educational objectives and highlights the value of experience-based objectives; draws on Eisner's notion of expressive objectives; explains and gives examples of experience-based objectives.

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

Deng, Zongyi, "Contemporary Curriculum Theorizing: Crisis and Resolution," Journal of Curriculum Studies, 50(6, 2108), 691-710., Zongyi Deng

Annotation: Provides a critical analysis of the current state of curriculum theorizing including the reconceptualist movement, its 21st century aftermath, and Schwabs' "The Practical"; proposes resolving this state of affairs by focusing on the work of the schools and on an eclectic approach in curriculum development.

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: Curriculum Theory Creation and Uses, Curriculum Professors

Ruzgar, M. Emir,"On Matters that Matter in Curriculum Studies: An Interview with Ian Westbury," Journal of Curriculum Studies, 50(6, 2018), 670-684., M. Emir Ruzgar

Annotation: Gives Westbury's perspectives on the history of 1) the crisis in the curriculum field; 2) Schwab's contributions on curriculum as a field of deliberative practice;3) Didaktik; 4) liberal education vs general education; and 5) assessment within the curriculum -- includes among many insights not previously shared.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Professors

Slater, Graham B., "Breaking the Binds of Enclosure: Chet Bowers and the Commons in Educational Theory," Educational Studies, 55(5, 2019), 548-562., Graham B. Slater

Annotation: Elucidates Bowers' concepts of the commons and of enclosure; highlights Bowers' contributions to educational theory for his ecological, political, and pedagogical insights.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Theorists, 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: Value Assumptions and Ideologies in Curriculum, Criticism of Schooling, Idelogy and School Knowledge, Curriculum Theory Creation and Uses

Deng, Zongyi, "Bringing Knowledge Back In: Prespectives from Liberal Education," Cambridge Journal of Education, 48(3, 2018), 335-351., Zongyi Deng

Annotation: Addresses the issue stated in the title of this article by reviewing three models of liberal education (Newman, Hirst, Schwab) and the model of Bildung-centered Didaktik; calls for a theory of content based on a combined model.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Content Selection and Organization, Curriculum Aims and Objectives

Norton, John K., and Margaret A. Norton, "Contributions of Research to Curriculum Building," pp. 92-111 in their Foundations of Curriculum Building. Boston: Ginn & Company, 1936., John K. Norton and Margaret A. Norton

Annotation: Reviews the status of research related to curriculum building and recent lines of research whose findings bear on a revision; chapters follow on research in several subject areas of the curriculum.

Broad Topical Focus: Curriculum Reseach and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies, Curriculum History, Knowledge Generation

Faix, Thomas L, Toward a Science of Curriculum: Strutural-Functional Analysis as a Conceptual System for Theory and Research. Disssertation, University of Wisconsin, 1964., Thomas L. Faix

Annotation: Draws on structural-functional analysis from the social sciences to explicate an approach to creating scientific theory in the the field of curriculum; provides a thorough and lucid treatment of all topics addressed; serves as an historical summary of the status (as of 1964) of this type of analysis and its use as a model for curriculum; deals with concepts of curriculum phenomena, curriculum system, its elements, its structure, its functions, and its processes.

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

Shapiro, Arthur, "A Theory and Practice of Curriculum," pp. 307-316 in Beverly Irby, Genevieve H. Brown, Rafael Lara Aiecio, and Shirley A. Jackson, Eds., THe Handbook of Educational Theories. Charlotte, NC: Information Age Publishers, 2013., Arthur Shapiro

Annotation: Defines and describes the uses of theories in education; explains why a theory of curriculum is necessary; asserts that a theory of curriculum is a theory of process (design/making); offers a theory of curriculum based on the author's 1995 book.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-Making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Concpetual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Implementation, Curriculum Theory Creation and Uses

Malin, Joel R., Chris Brown, and Andrew Saultz, "What We Want, Why We Want It: K-12 Educators' Evidence Use to Support thier Grant Proposals," International Journal of Educational Policy & Leadership, 15(3, 2019)., Joel R. Malin, Chris Brown, and Andrew Saultz

Annotation: Reports a study of educators' use of research in their grant proposals, the factors influencing their use of this research, and the patterns of this use.

Broad Topical Focus: Relation of Curriclum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization

Hendry, Petra Munro, "Narrative and Curriculum Theorizing," in George W. Noblet, ed., Oxford Research Encyclopedia of Education. Online October 2018. DOI: 10.1093/acrefore/9780190264093.013.134, Petra Munro Hendry

Annotation: Discusses narrative research in curriculum from a post-modern perspective; argues for curriculum as ethics, not as technology.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum as Experience, Curriculum History

Giroux, Henry A., "The Terror of Neoliberalism: Rethinking the Significance of Cultural Politics," pp. 192-207 in Tne New Henry Giroux Reader: The Role of the Public Intellectual in a TIme of Tyranny. Gorham, ME: Myers Education Press, 2019.", Henry A. Giroux

Annotation: Defines neoliberalism and gives examples in U.S. settings; calls for critique and action against this ideology in both education and the public sphere.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Field Other Than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

Gwynn, J. Minor, "Overview ot the Evolution of the Curriculum," pp. 1-40, and "Stages of Growth in the Modern Curriculum Movement," pp. 137-165 in J. Minor Gwynn, Curriculum Principles & Social Trends. New York: Macmillan, 1943., J. Minor Gwynn

Annotation: Provides a summary of the curricula offered in U. S. schools from 1635-present; gives analyses by various curriculum authorities of the various movements during this history.

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

Wraga, William, The Historical U. S. Cuirriculum Field's Sense of the Past," Curriculum History, (2018), 19-28., William Wraga

Annotation: Challenges the idea expressed in the 1960s and 1970s that the curriculum field was ahistorical; examines ten curriculum publications from 1918 to 1964 that give serious attention to the history of curriculum and curriculum making.

Broad Topical Focus: Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Curriculum History, Literature of Curriculum

Inglis, Alexander, "The Program of Studies," pp. 387-419 in his Principles of Secondary Education. Boston: Houghton Mifflin Company, 1918., Alexander Inglis

Annotation: Offers general principles underlying the secondary school curriculum; gives history of the evolution of its program of studies; addresses the problem of selection of subjects.

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: Secondary School Curriculum

Fallace, Thomas D., In the Shadow of Auithoritarianism: American Education in the Twentieth Century. New York: Teachers College Press, 2018., Thomas D. Fallace

Annotation: Traces several forms of authoritarianism from 1916 to 1983 and their impact on school curriculum in the United States.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Change, 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, Democratic Edcuation, Citizenship Education, Social Studies

Burns, James P.,"The Past in the Present: The Historic Reach of the 'Tyler Rationale'," pp. 65-93 in James P. Burns, Power, Curriculum, and Embodiment: Rethinking Curriculum as Counter-Conduct and Counter-Politics. New York: Palgave Macmillan, 2018 ", James P. Burns

Annotation: Gives a critique of the Tyler Rationale in its historic context and analyzes the instrumental assumptions embedded in it; shows how the instructional design that has risen to implement his model is based on the same assumptions.

Broad Topical Focus: Curriculum Theorists, Curriculum Development-Organization-Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosphical Inquiry-Conceptual Analysis, Critical Inquiry, Theortical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Classics of Curriculum Literature, Curriculum History, Value Assumptions and Ideologies in Curriculum

Tanner, Daniel, "From Lester Frank Ward to John Dewey: The Three Universl Curriculums," The Educational Forum, 83(April-June, 2019), 124-139., Daniel Tanner

Annotation: Identifies curriculum ideas from Ward,1883, that Dewey advanced in 1916; general education, career education, and enrichment were the three curriculums Dewey set forth for an education within a democratic society.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Scondary School Curriculum, Democratic Education, Higher Education Curriculum

Norton, John K., and Margaret A. Norton, "Trends in Curriculum Building," pp. 546-570 in their Foundations of Curriculum Building. Boston: Ginn & Company, 1936., John K. Norton and Margaret A. Norton

Annotation: Identifies eight major trends in curriculum building as of 1936 in the U. S.

Broad Topical Focus: Curriculum Development-Organization-Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Curriculum History, Curriculum Development Strategies

Englund, Tomas, "Toward a Deliberative Curriculum?" Nordic Journal of Studies in Educational Policy, 1(January, 2015)., Tomas Englund

Annotation: Reviews several traditions of content selection in curriculum construction and gives examples from science, citizenship, and liberal studies; analyzes the deliberative approach to this task and gives illustrations from Sweden.

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, Curriculum Deliberation

Anderson, Gary L., and Liliana Nontoro Donchik, "The Privatization of Education and Policy-making: The American Legislative Exchange Council (ALEC): New Political and Discourse Strategies of Education Governance," Educational Policy, 30(March, 2016), 322-364., Gary L. Anderson and Liliana Nontoro Donchik

Annotation: Traces the purposes, objectives, alliances, ideologies, and political strategies of ALEC; analyzes model legislative bills promoted by ALEC and discusses the strategies used by ALEC; shows how the public policy process has been privatized by actions of ALEC: suggests implications for policy-making and research in education.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: SIngle Study
Narrow Topic: Curriculum and Politics, Curriculum History, Democratic Education, Discourse Analysis, Freedom/Authority and Curriculum, Local Control of Schooling, Value Assumptions and Ideologies in Curriculum

Tampio, Nicholas, Common Core: National Education Standards and the Threat to Democracy. Baltimore: Johns Hopkins University Press, 2019, Nicholas Tampio

Annotation: Explains the development and impact of various U.S. national subject area education standards; argues in favor of local establishment of curriculum and assessments rather than the national common core standards.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosopical Inquiry--Ampliative Criticism, Philosophical Inquiry--Speculative Essay
Type of Study: SIngle Study
Narrow Topic: Content Selection and Organization, Local Control of Schooling, Student Assessment