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Journal articles on the topic 'Curriculum theory'

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Published: 4 June 2021
Last updated: 15 June 2025

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1

BLYLER, NANCY ROUNDY. "Theory and Curriculum." Journal of Business and Technical Communication 7, no. 2 (1993): 218–45. http://dx.doi.org/10.1177/1050651993007002003.

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2

Lee, Kyungwon, Hangyun Cho, and Oh Nam Kwon. "An Analysis for the Characteristics of Mathematics Subject in IB DP Theory of Knowledge and Extended Essay Curriculum." SNU Journal of Education Research 31, no. 3 (2022): 33–58. http://dx.doi.org/10.54346/sjer.2022.31.3.33.

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This study analyzes the theory of knowledge and the extended essay curriculum of the IB DP curriculum in order to derive implications for the reflection of characteristics of subjects in the cross-curricular curricula. In the IB DP curriculum, the theory of knowledge and the extended essay curriculum are core areas with academic characteristics that can be connected to multiple subjects. The theory of knowledge curriculum was analyzed from the perspective of the nature and ethics of mathematics. The extended essay curriculum was analyzed from the perspective of mathematical inquiry. The theory of knowledge curriculum provides knowledge questions related to mathematics so that students can experience various perspectives on the nature and ethics of mathematics. The extended essay curriculum provides procedures, methods, and cases for students to experience mathematical inquiry. This analysis can be used as basic data for developing curriculum documents and textbooks that can reflect the characteristics of individual subjects in the cross-curricular curricula.
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3

Deng, Zongyi. "Constructing ‘powerful’ curriculum theory." Journal of Curriculum Studies 53, no. 2 (2021): 179–96. http://dx.doi.org/10.1080/00220272.2021.1887361.

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4

Smyth, Dr Robyn. "What is curriculum theory?" British Journal of Educational Technology 36, no. 1 (2004): 119. http://dx.doi.org/10.1111/j.1467-8535.2005.00445_10.x.

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5

Söhnge, Waldemar F., and Louis J. van Niekerk. "Curriculum as Text: Some Implications of Ricoeur's Hermeneutic Theory for Curriculum theory." Education as Change 9, no. 1 (2005): 168–84. http://dx.doi.org/10.1080/16823200509487109.

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6

Popkewitz, Thomas S. "Curriculum study, curriculum history, and curriculum theory: the reason of reason." Journal of Curriculum Studies 41, no. 3 (2009): 301–19. http://dx.doi.org/10.1080/00220270902777021.

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7

Hughes, John P. "Theory into practice in Australian progressive education." History of Education Review 44, no. 1 (2015): 115–27. http://dx.doi.org/10.1108/her-03-2014-0027.

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Purpose – The purpose of this paper is to scrutinize the avowedly progressive curriculum delivered in the 1930s at the Enmore Activity School. Through this examination it delineates a gap in Australia between the theoretical formulations of progressive education and school practice. The study of this curriculum is used to locate historical trends and influences that aided or hindered the application of progressive education in Australia during the 1930s. Design/methodology/approach – Through a review of the archival and historical literature on the curriculum at the Enmore Activity School the paper defines the ways progressive education was understood in Australia at that time. Findings – The analysis reveals that Enmore delivered a type of progressive education Tyack dubs “administrative progressivism” in a programme that remained essentially orthodox. Yet although an authentically progressive curriculum proved elusive at Enmore the school did, by example, influence several later curriculums. Originality/value – This close up study provides insights into how central tenets of progressive education were understood, accepted, or rejected at the local level in Australia in the 1930s. It offers fresh perspectives on contemporary educational debates about progressive education.
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8

Coşkun Yaşar, Gülşah, and Berna Aslan. "Curriculum Theory: A Review Study." Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi 11, no. 2 (2021): 237–60. http://dx.doi.org/10.31704/ijocis.2021.012.

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The aim of this literature review study was to examine the historical development of the concept of curriculum theory, its reflections on curriculum development studies, and teaching-learning processes and also to attract the attention of the researchers to the area of curriculum theory which was seen to be left aside for years. The research was designed by reviewing the literature, and different theoretical perspectives on curriculum development studies in the USA which historically dominated the field since the early 1900’s and Turkey were examined. In the first phase, the explanation of the concepts of curriculum, theory, curriculum theory, the chaotic structure, and discussions in the literature regarding the terminology of these concepts were given. It was concluded that in the literature the concept of curriculum theory has been used synonymously with the concepts of curriculum beliefs, educational value orientations, curriculum ideologies, and curriculum orientations. In addition, the classification of curriculum theories, curriculum development studies in which the reflections of curriculum theories could be seen, and the studies conducted in Turkey and abroad on this subject were included in the study. Taking the limited number of studies on curriculum theories and their lack of variety into account, future studies on curriculum theory are considered to feed the intellectual background of the field and attract the attention of the researches to theories of curriculum, which will fill the gap in the literature.
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9

Pataray-Ching, Jann, and Mary Roberson. "Misconceptions about a Curriculum-as-Inquiry Framework." Language Arts 79, no. 6 (2002): 498–505. http://dx.doi.org/10.58680/la2002269.

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Attempts to strengthen the connection between theory and practice in the inquiry discussion. Presents three curricular perspectives prevalent today and situates inquiry curriculum among these perspectives. Addresses several critiques of inquiry curriculum. Provides scenarios and identifies the beliefs underlying these opposing perspectives in an attempt to articulate the connection between practice and theory.
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10

이윤복 and Hyeon-Suk Kang. "Search of Curriculum Integration Based on Bruner’s Curriculum Theory." SECONDARY EDUCATION RESEARCH 62, no. 1 (2014): 117–45. http://dx.doi.org/10.25152/ser.2014.62.1.117.

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11

Goodson, Ivor F. "On Curriculum Form: Notes Toward a Theory of Curriculum." Sociology of Education 65, no. 1 (1992): 66. http://dx.doi.org/10.2307/2112693.

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12

Grumet, Madeleine R. "Curriculum Inquiry, Theory, and Politics." Curriculum Inquiry 39, no. 1 (2009): 221–34. http://dx.doi.org/10.1111/j.1467-873x.2008.01447.x.

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13

Anger, Suzy. "The Undergraduate Curriculum in Theory." Pedagogy 1, no. 3 (2001): 539–45. http://dx.doi.org/10.1215/15314200-1-3-539.

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14

Moore, Brandon L. "Curriculum: from theory to practice." Educational Studies 39, no. 2 (2013): 244–50. http://dx.doi.org/10.1080/03055698.2012.717262.

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15

Elbaz, Freema, and Robert Elbaz. "Literary Theory, Curriculum Analysis, Harmony…" Curriculum Inquiry 15, no. 2 (1985): 201–6. http://dx.doi.org/10.1080/03626784.1985.11075959.

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16

Jewett, Ann E. "Curriculum theory in physical education." International Review of Education 35, no. 1 (1989): 35–49. http://dx.doi.org/10.1007/bf00597682.

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17

Payne, Phillip G. "Environmental Education and Curriculum Theory." Journal of Environmental Education 37, no. 2 (2006): 25–35. http://dx.doi.org/10.3200/joee.37.2.25-35.

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18

Edwards, Richard. "Whatever happened to curriculum theory?" Pedagogy, Culture & Society 19, no. 2 (2011): 173–74. http://dx.doi.org/10.1080/14681366.2011.582254.

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19

von Maltzan, Carlotta. "Deutsch im Kontext der südafrikanischen Bildungspolitik und der Ruf nach Dekolonisierung." Jahrbuch für Internationale Germanistik 50, no. 1 (2018): 99–110. http://dx.doi.org/10.3726/ja501_99.

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Abstract 1979 veröffentlichte Michael W. Apple seine zu Fragen der Bildungspolitik bahnbrechende Untersuchung Ideology and Curriculum1. Hier vertritt er bereits die Auffassung, die er in der Folge in weiteren Veröffentlichungen vertieft2, dass ein Curriculum nicht nur Werte, Verpflichtungen und Ideale verkörpere, sondern gleichzeitig auch immer als selektiv zu betrachten sei, denn u.a. spiegele die Zusammensetzung eines Curriculums das jeweils bestehende Verhältnis zwischen Kultur und wirtschaftlicher Macht wider. Um es vereinfacht auszudrücken, diejenigen, die die Macht haben, entscheiden, was unterrichtet werden soll und damit als wissenswert angesehen werden sollte, welcher Wert diesem Wissen beigemessen und was aus dem Curriculum ausgelassen werden kann. Insofern kann diese Auswahl als ein politischer Akt betrachtet werden. Damit hat ein Curriculum an Schulen und Universitäten in jedem Land symbolischen Wert.
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20

진영석. "An alternative view in curriculum studies : Neo-Confucianist curriculum theory." Journal of Curriculum Studies 30, no. 3 (2012): 1–20. http://dx.doi.org/10.15708/kscs.30.3.201209.001.

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21

Ramsay, John G., and Herbert M. Kliebard. "Forging the American Curriculum: Essays in Curriculum History and Theory." History of Education Quarterly 33, no. 3 (1993): 459. http://dx.doi.org/10.2307/368236.

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22

Goodson, Ivor. "Curriculum Reform and Curriculum Theory: a case of historical amnesia." Cambridge Journal of Education 19, no. 2 (1989): 131–41. http://dx.doi.org/10.1080/0305764890190203.

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23

Erevelles, Nirmala. "Understanding curriculum as normalizing text: disability studies meet curriculum theory." Journal of Curriculum Studies 37, no. 4 (2005): 421–39. http://dx.doi.org/10.1080/0022027032000276970.

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24

Elliott, Victoria. "Engaging curriculum: bridging the curriculum theory and English Education divide." English in Education 53, no. 3 (2019): 266–71. http://dx.doi.org/10.1080/04250494.2019.1644871.

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25

Priestley, Mark. "Whatever happened to curriculum theory? Critical realism and curriculum change." Pedagogy, Culture & Society 19, no. 2 (2011): 221–37. http://dx.doi.org/10.1080/14681366.2011.582258.

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26

Jiménez, Carlos Silverio Huerta. "Academic culture in higher education: a systemic organizational theory analysis." Caderno Pedagógico 22, no. 7 (2025): e16594. https://doi.org/10.54033/cadpedv22n7-272.

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This literature review analyzes academic culture in higher education through an open-systems perspective, drawing on organizational theory and scholarship specific to colleges and universities. It argues that academic culture is composed of three interrelated dimensions: the formal curriculum (official academic programs), the co-curriculum (extracurricular activities and student engagement), and the hidden curriculum (implicit norms and values). By integrating foundational works by Hoy and Miskel (2008), Scott (2003), Weick (1976), and Tierney (1988), it demonstrates how higher education institutions continuously interact with their environments, adapting to external pressures such as accreditation demands, labor market needs, and societal expectations. Within these open systems, both formal structures (e.g., governance, policies) and informal social dynamics (e.g., faculty-student relationships, campus traditions) shape the institution’s cultural ecosystem. The co-curriculum emerges as a vital space for student leadership, socialization, and experiential learning, while the hidden curriculum addresses often-unspoken lessons about power, inequality, and belonging. Synthesizing examples from Latin American contexts (Arocena; Sutz, 2005; Rhoads; Torres, 2006) further illustrates the global relevance of these processes, showing that academic culture cannot be divorced from its historical and political milieu. The review concludes that a holistic understanding of academic culture requires examining all three curricular dimensions and their continual interplay.
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27

Baraei, Ali, Behrooz Mahram, and Bakhtiar Shabani Varaki. "Essential Components of Miller’s Soulful Curriculum Theory." Athens Journal of Education 9, no. 3 (2022): 451–68. http://dx.doi.org/10.30958/aje.9-3-6.

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The soulful curriculum makes the educational environment dynamic and robust. This study’s primary purpose was to identify the essential components of the soulful curriculum from Miller’s viewpoint. An inductive approach and content analysis were applied to achieve this purpose. The essentials, principles, and techniques of the soulful curriculum were extracted from Miller’s perspective, and finally, the critical components of the soulful curriculum were inferred and explained by integrating the essentials, principles and techniques of Miller’s Curriculum. Accordingly, we reviewed Millers’ two seminal works called Holistic Education and Education and the Soul: Toward a Spiritual Curriculum. The cause for selecting these two works was comprehensiveness and consistency in expressing John Miller’s ideas fundamental to orientation. By integrating the results, the essential components of the soulful curriculum were categorized into six dimensions: holism, introspection, naturalism, connectivism, balancing, and energization. Keywords: soulful curriculum, holism, naturalism, connection, John Miller
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28

Proctor, James D. "Theory in, theory out: NCSE and the ESS curriculum." Journal of Environmental Studies and Sciences 5, no. 2 (2015): 218–23. http://dx.doi.org/10.1007/s13412-015-0237-9.

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29

Lundgren, Ulf P. "When curriculum theory came to Sweden." Nordic Journal of Studies in Educational Policy 2015, no. 1 (2015): 27000. http://dx.doi.org/10.3402/nstep.v1.27000.

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30

Chambers, Cynthia. "A Topography for Canadian Curriculum Theory." Canadian Journal of Education / Revue canadienne de l'éducation 24, no. 2 (1999): 137. http://dx.doi.org/10.2307/1585924.

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31

Lee, Yoba. "Complexity Theory and Learner-Centered Curriculum." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 10 (2021): 663–83. http://dx.doi.org/10.22251/jlcci.2021.21.10.663.

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32

Teitelbaum, Kenneth. "Curriculum, conflict, and critical race theory." Phi Delta Kappan 103, no. 5 (2022): 47–53. http://dx.doi.org/10.1177/00317217221079979.

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Recent discussions about critical race theory (CRT) have exposed, once again, the heated disagreements that prevail in the United States regarding the nature of its racial past and present. This debate is highly significant in itself, but the dispute is also noteworthy for revealing how quickly a contentious issue can become a lightning rod for considerations of what students should learn. This article addresses CRT and the role it can play in helping to explore past and current racial politics; the value of placing the current controversy within the context of a long history of curriculum conflict; and the need for critical reflection, active collaboration, and courage among educators.
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33

Schemm, R. L., M. Corcoran, E. Kolodner, and R. Schaaf. "A Curriculum Based on Systems Theory." American Journal of Occupational Therapy 47, no. 7 (1993): 625–34. http://dx.doi.org/10.5014/ajot.47.7.625.

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34

Ornstein, Allan C. "The Theory and Practice of Curriculum." Kappa Delta Pi Record 24, no. 1 (1987): 15–17. http://dx.doi.org/10.1080/00228958.1987.10517823.

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35

Sanders, Katherine, Patrick V. Farrell, and Sarah K. A. Pfatteicher. "Curriculum Innovation Using Job Design Theory." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 50, no. 6 (2006): 779–83. http://dx.doi.org/10.1177/154193120605000604.

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36

Roberts, Kathryn L. "Theory of nursing as curriculum content." Journal of Advanced Nursing 10, no. 3 (1985): 209–15. http://dx.doi.org/10.1111/j.1365-2648.1985.tb00514.x.

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37

Roberts, Lisa C. "Curriculum Theory and Museum Education Practice." Journal of Museum Education 31, no. 2 (2006): 77–78. http://dx.doi.org/10.1080/10598650.2006.11510533.

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38

Shire, Michael J. "Jewish Spiritual Development and Curriculum Theory." International Journal of Children's Spirituality 2, no. 2 (1997): 53–59. http://dx.doi.org/10.1080/1364436970020206.

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39

Lovat, T. J. "Curriculum Theory: the oft‐missing link." Journal of Education for Teaching 14, no. 3 (1988): 205–13. http://dx.doi.org/10.1080/0260747880140301.

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40

Cain, Tim. "Theory, technology and the music curriculum." British Journal of Music Education 21, no. 2 (2004): 215–21. http://dx.doi.org/10.1017/s0265051704005650.

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In this short article I present a case for developing a new theory of music education, arguing that advances in music technology have undermined some of the most basic conceptual frameworks we currently possess. I describe some problems that might make the development of a new theory difficult and suggest some ways in which they might be overcome. My hope is that this paper will inspire people to consider the development of such a theory.
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41

Ornstein, Allan C., and Francis P. Hunkins. "Curriculum Theory: Meaning, Function, and Practice." NASSP Bulletin 73, no. 519 (1989): 103–10. http://dx.doi.org/10.1177/019263658907351916.

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42

Schubert, William H. "Practitioners influence curriculum theory: Autobiographical reflections." Theory Into Practice 31, no. 3 (1992): 236–44. http://dx.doi.org/10.1080/00405849209543548.

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43

Englund, Tomas. "The linguistic turn within curriculum theory." Pedagogy, Culture & Society 19, no. 2 (2011): 193–206. http://dx.doi.org/10.1080/14681366.2011.582256.

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44

Justice, Benjamin. "Curriculum Theory and the Welfare State." Espacio, Tiempo y Educación 4, no. 2 (2017): 19. http://dx.doi.org/10.14516/ete.183.

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How do states make citizens? The question is as old as states themselves. Surprisingly, however, the approaches to answering it have emerged as a form of parallel play, uncoordinated (and poorly understood) across fields. This essay attempts to reconcile disparate realms of social research that address the question. The first, curriculum theory, grows out of educational research that for a century has focused almost exclusively on schools, schooling, and intentional settings for academic knowledge transmission. The second realm draws primarily on research from psychology, sociology, and political science to look empirically for effects of exposure to particular kinds of social phenomena. These include, but are not exclusive to, public institutions and policies. This essay begins by developing a mainstream conception of curriculum theory. It then compares and contrasts social science traditions that engage questions related to the state’s role in civic identity formation. Finally, it offers a case study on New York City’s controversial policing strategy known as Stop, Question, and Frisk, exploring how curriculum theory (developed in the context of mass schooling) can be a useful framework for understanding the educational features of a distinct social policy.
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45

Stanley, William B. "Curriculum Theory and Education for Democracy." Journal of Curriculum and Pedagogy 6, no. 1 (2009): 44–56. http://dx.doi.org/10.1080/15505170.2009.10411723.

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46

Jarvie, Scott, and Cori McKenzie. "Towards a Theory of Lyric Curriculum." Journal of Curriculum Theorizing 39, no. 2 (2024): 55–67. https://doi.org/10.63997/jct.v39i2.1021.

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We take, as point of departure for this inquiry, the event of Amanda Gorman’s reading of her poem “The Hill We Climb” at the 2021 US Presidential Inauguration, which did something poems rarely do: resonate widely. Its broad uptake in classrooms and communities suggests that poems are not inert words on a page; instead, they do things. This conception of poetry as a social actor is articulated by theorist Jonathan Culler, whose Theory of the Lyric examines poetry from antiquity through today to identify different social functions of lyric poems. In this paper we take up Culler’s theory and pair it with a number of lyric texts as we wonder and worry about curriculum. What happens if we imagine that curriculum might be good for freeing students (and teachers!) from prosaic perceptions of the world? Or How might curricula, like lyric texts, create communities of care and attention? What we offer, ultimately, is as much curriculum poem as academic study.
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47

Harris, Richard, and Katharine Burn. "Curriculum theory, curriculum policy and the problem of ill‐disciplined thinking." Journal of Education Policy 26, no. 2 (2011): 245–61. http://dx.doi.org/10.1080/02680939.2010.498902.

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48

Reid, William. "Curriculum theory and curriculum change: What can we learn from history?∗." Journal of Curriculum Studies 18, no. 2 (1986): 159–66. http://dx.doi.org/10.1080/0022027860180205.

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49

Kareem, Jamila. "Feature: A Critical Race Analysis of Transition-Level Writing Curriculum to Support the Racially Diverse Two-Year College." Teaching English in the Two-Year College 46, no. 4 (2019): 271–96. http://dx.doi.org/10.58680/tetyc201930154.

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This article applies critical race theory to an institutional analysis of writing curricular outcomes to assist two-year college writing program administrators, curriculum coordinators, and instructors with examining the racist implications of writing curriculum outcomes and to develop antiracist curricula that support the academic, professional, and civic success of the majority of their students.
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50

Zhao, Liang, Linyuan Qin, Ying Xiao, Xiaoyuan Yao, and Chaoran Yang. "The Path Analysis of the Innovation and Development of “Civil Engineering Materials” Curriculum Under the Background of Sino-foreign Cooperative Education." International Journal of Education and Humanities 6, no. 1 (2022): 152–54. http://dx.doi.org/10.54097/ijeh.v6i1.3081.

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Sino-foreign cooperative education has cultivated a large number of outstanding students with international vision for the country in recent years, and also provided a way for the innovative development of the Chinese side's curriculum. However, the differences between the Chinese and Malaysia sides in knowledge system, Teaching focus, assignment and other aspects have brought challenges to the innovative development of Chinese curriculums. This paper analyzes in depth the respective characteristics of the “Civil Engineering Materials” curriculum taught by Chinese and Malaysia sides, and draws on the advanced concepts of Malaysian curriculums to integrate and innovate the Chinese curriculum by stimulating learning motivation, cultivating autonomy, combine theory and practice, and strengthening communication between two sides, so as to provide theoretical support for the contribution of “Civil Engineering Materials” curriculum with obvious advantages, distinctive features and remarkable effectiveness.
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