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This book presents an overview of seventeen forms of inquiry used in curriculum research in education. Conventional disciplinary forms of inquiry, such as philosophical, historical, and scientific, are described, as well as more recently acknowledged forms such as ethnographic, aesthetic, narrative, phenomenological, and hermeneutic. Interdisciplinary forms such as theoretical, normative, critical, deliberative, and action research are also included. These forms of inquiry are distinguished from one another in terms of purposes, types of research questions addressed, and the processes and logic of procedure employed in arriving at knowledge claims.
"This book represents a needed resource in the field of curriculum — a handbook on research methodology. No other such book exists with a specific focus on curriculum research — nor does one exist with any such specific focus within the field of education to my knowledge. It will undoubtedly become a well-used reference book by students and scholars in curriculum. Two other very important strengths of the book are the extensive bibliography at the end of each chapter and its international scope. The individual chapters are very competently written by recognized scholars who have established a good degree of expertise and recognition in the methodologies they discuss." — M. Frances Klein, University of Southern California
"There is no other place one can turn right now to find a single work that sets out these different approaches to education inquiry. This book answers a need. The past ten years have seen an incredible expansion in the approaches to inquiry in education in general and in curriculum in particular. No one else has tried to survey these approaches for others in the field, probably because no one but Edmund Short has figured out what they all are, their similarities and differences and relationships to each other." — Nathalie J. Gehrke, University of Washington
Preface
Introduction: Understanding Curriculum Inquiry
Edmund C. Short
1. Philosophical Inquiry: Conceptual Analysis
Jerrold R. Coombs and Le Roi B. Daniels
2. Philosophical Inquiry: Ampliative Criticism
Nelson L. Haggerson
3. Philosophical Inquiry: The Speculative Essay
William H. Schubert
4. Historical Inquiry: Telling Real Stories
O. L. Davis, Jr.
5. Scientific Inquiry: Explanations and Limits
Arthur W. Foshay
6. Ethnographic Inquiry: Understanding Culture and Experience
Valerie J. Janesick
7. Narrative Inquiry: Storied Experience
F. Michael Connelly and D. Jean Clandinin
8. Aesthetic Inquiry: Art Criticism
Elizabeth Vallance
9. Phenomenological Inquiry: Life-World Perceptions
George Willis
10. Hermeneutic Inquiry: The Hermeneutic Imagination and the Pedagogic Text
David G. Smith
11. Theoretical Inquiry: Components and Structure
Richard W. Grove and Edmund C Short
12. Normative Inquiry: Dimensions and Stances
Louise M. Berman
13. Critical Inquiry: A Paradigm for Praxis
Kenneth A. Sirotnik
14. Evaluative Inquiry: Situational Assessment
Jean A. King
15. Integrative Inquiry: The Research Synthesis
Colin J. Marsh
16. Deliberative Inquiry: The Arts of Planning
Ilene Harris
17. Action Inquiry: Studied Enactment
Jim McKernan
Afterword: Closing Reflections
Edmund C. Short
Contributors