The field of curriculum studies has a history of looking at its own past, summarizing and synthesizing the trends and patterns across its foundations. Whether through synoptic texts, historical analyses, or edited collections, the field's foundational retrospection typically traces a lineage of curriculum studies that runs through various…

In this article, I (1) argue for approaching processes, events-in-the-making, by means of process categories--to learn, to teach--not by means of categories that denote differences in state and (2) exemplify doing and writing research consistent with process philosophy. To understand process we must not think, research, and write them in terms of…

This qualitative textual analysis investigates the ideological lenses through which U.S. History content standards for grades 5-12 for Arizona and Washington frame interactions between American Indians and European Americans during U.S. national development. The study's multiperspective critical conceptual framework interrogates the standards not…

This article presents a review of five chapters in "Part III, Section F: Inquiring into Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). These chapters ["Part III: Curriculum in Theory. Introductory Essay" (William H. Schubert. pp. 391-398); "Curriculum…

This article presents a review of four chapters in "Part III, Section F: Inquiring into Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). In her review of these chapters ["Curriculum Inquiry" (William H. Schubert. Chapter 19, pp. 399-419); "Reenvisioning the…

This article questions the basic assumptions of pedagogical content knowledge by analyzing the ideas of Jerome Bruner, Joseph Schwab, and John Dewey concerning transforming the subject matter. It argues that transforming the subject matter is not only a pedagogical but also a complex curricular task in terms of developing a school subject or a…

This article explores the place of Ralph Tyler and Joseph Schwab in the history of curriculum studies, and educational theory more broadly. I argue that most analyses of both Schwab's and Tyler's work are built not on their own life-projects and writings, but developed from blinkered readings of a narrow range of their writings selected to meet…

Briefly summarizes recent advancements in information processing psychology, particularly work related to the representation of knowledge stored in long-term memory. Illustrates through example the educational possibilities yet to be derived from the study of cognition. (Author/MLF)

Reviews current studies that emphasize teacher thinking processes. (Author/MLF)

Presents three different curricular approaches to early childhood education and stresses the importance of consistency among philosophy, theoretical underpinnings, and practice in deliberations surrounding training programs for early childhood workers. (Author/MLF)

Comments on a previous paper analyzing the meaning of "curriculum." (MLF)

Describes a project that trained 27 grade-six students in techniques of observation and communication and then involved them in the evaluation of a student teacher. (Author/MLF)

Reviews two reports that, first, describe the current state of affairs in curriculum development focusing on the relationships between federal involvement and more local educational agencies and organizations; and, secondly, attempt to articulate a set of statements that would guide national policy on curriculum research, development, and…

An ethnographic depiction of the regularities of classroom instruction and an understanding of the student intent and response in such settings provide a perspective on both project Follow Through and the problem of task engagement. (Author/MLF)

Discusses definitional disorientation in the field of curriculum. (Author/MLF)