Alexander, Kay and Day, Michael (eds.) (1992) Discipline-based Art Education. A curriculum sampler, New York: Oxford University Press.
Barnett, R. & K. Coate (2005). Engaging the Curriculum in Higher Education. Maidenhead: SRHE/Open University Press.
Beauchamp, G. A. (1981). Curriculum Theory. Itasca, Ill: F.E. Peacock Publishers.
Connelly, F. M. (2009). Being Practical With Schwab: Research and Teaching in The Foothills of Curriculum. First International Conference on “The Practical” Curriculum, Beijing.
Dewey, J. (1997). Experience and education. New York: The Free Press
Eisner, Elliot W. (1971) Confronting curriculum reform, Boston, Little Brown.
Eisner, Elliot W. (1972) Educating artistic vision, New York, Macmillan.
Eisner, Elliot W. (1979, 1985, 1994) The educational imagination: on the design and evaluation of school programs. New York: Macmillan.
Eisner, Elliot W. (1982) Cognition and curriculum: a basis for deciding what to teach, New York: Longman.
Eisner, Elliot W. (1985) The art of educational evaluation: a personal view. London: Falmer Press.
Eisner, Elliot W. (1988) The role of Discipline-Based Art Education in American Schools, Los Angeles: Paul Getty Trust.
Eisner, Elliot W. (1991) The enlightened eye: qualitative inquiry and the enhancement of educational practice. New York: Macmillan.
Eisner, Elliot W. (1994) Cognition and curriculum reconsidered, 2e, New York: Teachers College Press.
Eisner, Elliot W. (1998) The enlightened eye: qualitative inquiry and the enhancement of educational practice. Upper Saddle River, N.J.: Merrill, 1998.
Eisner, Elliot W. (1998) The kind of schools we need: personal essays, Portsmouth, NH: Heinemann.
Eisner, Elliot W. (2001) From episteme to phronesis to artistry in the study and improvement of teaching,Teaching and Teacher Education 18, 375–385
Eisner, Elliot W. and David W. Ecker (1966) Readings in art education, Waltham, Mass. Blaisdell Pub. Co.
Eisner, Elliot W. and Peshkin, Alan (1990)Qualitative inquiry in education: the continuing debate, New York: Teachers College Press.
Eisner, Elliot W. and Vallance, Elizabeth (1974) Conflicting conceptions of curriculum, Berkeley, Calif. McCutchan Pub. Corp.
Eisner, Elliot.w (2002). Educational Imagination On The Design and Evalution of School Programs. Third Edition. Macmillan College Publishing Company
Fox, S. (1985). The Vitality of Theory in Schwab's Conception of the Practical. Curriculum Inquiry 15(1).
Fraser, S. P. & A. M. Bosanquet (2006). “The Curriculum? That’s just a Unit Outline, Isn’t It?” Studies in Higher Education. 31(3). pp. 269-284.
Greene, M. (1988). The Dialectic of Freedom. New York, Teachers College press.
Grumet, M. (1987, Autumn). The politics of personal knowledge. Curriculum Inquiry, 17(3), 319–329.issues (4th ed.). Needham Heights, MA: Allyn and Bacon
MaLaughlin, W. M. (1976). Implementation as mutual adaptation.Teachers College Record. 77(3): 339351
Mehrmohammadi, M., Amin Khandaghi, M. (2008). Comparing Eisner's and Miller's Curriculum Ideologies: Another Look. Educational and psychological studies of Ferdowsi University, 1(10), 141-157.
Mehromhammadi, M. (2003). Curriculum: Perspectives, Approaches and Perspectives. Published by Astan Quds Razavi, first edition.
Mehromhammadi, M. (2013). A reflection on the category of curriculum production and compilation with an emphasis on Eisner's thought: Obsolete or valid mission in the field of curriculum? New educational approaches. Faculty of Educational Sciences and Psychology, Isfahan University, 17(1), 1-20.
online at http://www2.uwstout.edu/content/jaaacs/vol2/pinar_exile.htm
Palmer, Parker C. (1998) The Courage To Teach, Exploring the Inner Landscape of a Teacher’s Life, San Francisco, California: Jossey-Bass.
Pinar, W. (1977, April). The reconceptualization of curriculum studies. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY.
Pinar, W. F (2006b). Exile and Estrangement in the Internationalization of Curriculum Studies, Journal of the American Association for the Advancement of Curriculum Studies, 2,
Pinar, W. F.
Pinar, W. F. (1979). What is the Reconceptualization? Journal of Curriculum Theorizing, 1(1), 93- 104.
Pinar, W. F. (2001). The Gender of Racial Politics and Violence in America. New York: Peter Lang.
Pinar, W. F. (2004). What is Curriculum Theory? Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
Pinar, W. F. (2006a). The Synoptic Text today and Other Essays: Curriculum Development after Reconceptualization. New York: Peter Lang.
Pinar, W. F. (2007). Intellectual Advancement through Disciplinarily; Verticality and Horizontality in Curriculum Studies. Rotterdam: Sense Publishers.
Pinar, W. F. (2008). Curriculum Theory since 1950, Crisis, Reconceptualization, Internationalization. In M. Connelly, H. Fang & J. Phillion, J. (Eds.), The Sage Handbook of Curriculum and Instruction (491-513). Los Angeles: Sage.
Pinar, W. F. (2009a). The Worldliness of a Cosmopolitan Education: Passionate Lives in Public Service. New York: Routledge.
Pinar, W. F. (2009c). Interview. In J. A. Pacheco, Whole, bright, deep with understanding. Life story and politics of curriculum studies. In-between William Pinar and Ivor Goodson (pp.111-139). Rotterdam/Taipei: Sense Publishers
Pinar, W. F. (2010a). The Next Moment. In E, Malewski (Ed.), Curriculum Studies Handbook. The Next Moment (pp. 528-533). New York: Routledge.
Pinar, W. F. (2010b). The Primacy of the Particular. In E. Malewski (Ed.), Curriculum Studies Handbook: The Next Moment (pp. 143-152). New York: Routledge.
Pinar, W. F. (2010d). The Eight-year study. Curriculum Inquiry, 40 (2), 295-316.
Pinar, W. F. (Ed.). (1975). Curriculum Theorizing: The Reconceptualists. Berkeley, CA: McCutchan.
Pinar, W. F., Reynolds, W. M, Slattery, P., & Taubman, P. M. (Eds.).(1995). Understanding curricu lum: An introduction to the Study of Historical and Contemporary Curriculum Discourses. New York: Peter Lang.
Pinar, W., Reynolds, W., Slattery, P., & Taubman, P. (2004). Understanding curriculum. An introduction to the study of historical and contemporary curriculum discourses. New York: Peter Lang.
Pinar, W.F. (1999). Response: Gracious submission. Educational Researcher 28, 14-15.
Pinar, W.F. (2010c). Introduction. In W. F. Pinar (Ed.), Curriculum Studies in South Africa: Intellec tual Histories & Present Circumstances (pp. 1-18). New York: Palgrave Macmillan.
Portelli, J. P. (1987). “On Defining Curriculum.” Journal of Curriculum and Supervision. 2(4). pp. 354-367.
Schwab, J. (1969). The Practical: A Language for Curriculum. School Review 78: 1-23.
Schwab, J. (1971). The Practical II: Arts of Eclectic. . School Review 79: 493-542.
Schwab, J. (1973). The Practical 3: Translation Into Curriculum. school review 81: 501-522.
Schwab, J. (1983). The practical 4: Something for curriculum professors to do. Curriculum Inquiry, 13 (3): 239265
Schwab, J. J. (1983). The practical 4: Something for curriculum professors to do. Curriculum inquiry 13(3): 239-265.
Sharifian, F. (2015). Paradigm debates in the curriculum and analysis of the flow of new conceptualization from the point of view of the claim of paradigm shift. Curriculum Research, 4(1), 1-22.
Sharifian, F., Mehromhammadi, M. (2014). Explaining the disciplinary capabilities of the curriculum and determining its place in the classification of scientific disciplines. Theory and Practice in Curriculum, 2(4), 4, 161-184.
Short,E.C. (Ed.)(1991). Forms of Curriculum Inquiry. SUNY Press: NY
Shulman, L. (1983). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review 57(1-22).
Tyler, R.W. (1948). Basic Principles of Curriculum and Instruction: Syllabus for Education 360. Chicago: University of Chicago Press.
Uhrmacher, P. Bruce (2001) ‘Elliot Eisner’ in J. A. Palmer (ed.) Fifty Modern Thinkers on Education. From Piaget to the present, London: Routledge.
Walker, D. (1971). A naturalistic for curriculum development. School Review. 6(3):5165.
', './data/crtls/coversheet/cover_en.jpg'))