The intent of this article is to explore the scholarly influence of Philip W. Jackson through examining the spread of his scholarship and the ideas he generated. The research design of this paper is borrowed from a previous study (Ben-Peretz & Craig, 2018) about another distinguished curriculum scholar, Joseph J. Schwab. The work begins with a…

The crisis of education frequently is framed in terms of methods, where quantitative research is accused of making the subject invisible through quantification, whereas qualitative research is credited for the emphasis on subjectivity and the discursive construction of reality. Such formulations fail to take into account a long-standing critique…

As an overview in connection with the 50th anniversary of the "Journal of Curriculum Studies" (JCS), this article begins with John Dewey's notion that all educational actions carry philosophical implications. The tension between different education-research philosophies, between non-social and social education philosophies in Dewey's…

Why should we assume systematic comparative research on state-based curriculum-making to be possible at all, given the high complexity and large variety of institutional forms of educational and political systems across nation-states? On the other hand, how can we explain the significant endeavour of nation-states all over the world to align their…

This article reports on a systematic review of the Self-Study of Teacher Education Practices research literature published between 1990 and 2012. Self-study research refers to teacher educators researching their practice with the purpose of improving it, making explicit and validating their professional expertise and, at the same time,…

This article describes and reflects our experiences as researchers in a design-based research project on a curriculum innovation focused on meaningful, co-operative learning in vocational education in the Netherlands. The project was successful in gaining insights in possible practices for workplace learning but did only partly realize the…

In this article the author reviews and discusses John Hattie's book "Visible Learning". In this book Hattie presents the results of a meta-meta-analysis on the conditions of successful teaching and learning in schools. Hattie's work is based on more than 800 meta-analyses, and these meta-analyses are substantiated by more than 50 000…

The International Study Association on Teacher Thinking (ISATT) believes that what teachers do is a result of what teachers think. The 1983 and 1985 (ISATT) conferences focused on researchers' conceptions of teachers and teaching and conceptual frameworks and methodological problems being used in current research. (RM)

The case study is justified as a viable and valuable approach to educational research and program evaluation. Critiques of three common epistemological justifications of case study are provided, and four strategies for making the case for case study are discussed. (RM)

Paradigmatic assumptions and practices of Soviet pedagogical research are considered. How the social and philosophical commitments of dialectical materialism guide the conduct of research is discussed, and research approaches to pedagogical problems are examined. (RM)

Case study research (1) is an intervention, and often an uncontrolled intervention, in the lives of others; (2) provides a biased view, a distorted picture of the way things are; and (3) is essentially conservative. (RM)

Analyzes the processes used to evaluate School-centered Innovation programs (SCI) in the United Kingdom. A review of the literature revealed that accounts of most of the programs are not evaluative but mostly anecdotal and descriptive. Limitations of the research on SCI are discussed. (AM)

This article discusees various motives of educators who involve themselves in curriculum research, reviews seven research methodologies (including surveys, content analysis, and sociolocial studies), and applies John Elliot's sociological taxonomy of educational research to English language and literature curricula. (AM)

Describes the role of writing fiction as a mode of inquiry into work experience. Contends that the writing of stories is a way of learning about one's experiences. Proposes a cross-professional group to explore putting into practice such modes of inquiry. (DB)