Kliebard, Herbert M., \u27That Evil Genius of the Negro Race\u27 : Thomas Jesse Jones and Educational Reform, Journal of Curriculum and Supervision, 10(Fall, 1994), 5-20. Reprinted with editorial modifications, pp. 24-38 in Herbert M. Kliebard, Changing Course: American Curriculum Reform in the 20th Century. New York: Teachers College Press, 2002.

Traces the work and influence of Thomas Jesse Jones on curriculum at Hampton Institute, on social studies at large, and more generally on instrumentalist (economic) purposes for curriculum

Kliebard, Herbert M., Fads, Fashions, and Rituals: The Instability of Curriculum Change, pp. 16-34 in Laurel N. Tanner, ed., Critical Issues in Curriculum. 87th Yearbook of the NSSE, Part I. Chicago: The University of Chicago Press, 1988. Reprinted with editorial modifications, pp. 76-90 in Herbert M. Kliebard, Changing Course: American Curriculum Reform in the 20th Century. New York: Teachers College Press, 2002.

Explores the causes of cyclical change in the history of American curriculum

Kliebard, Herbert M., A Century of Growing Antagonism in High School- College Relations, Journal of Curriculum and Supervision, 3(Fall, 1987), 61-70. Reprinted with modifications, pp. 50-60 in Herbert M. Kliebard, Changing Course: American Curriculum Reform in the 20th Century. New York: Teachers College Press, 2002.

Sets forth the occurence of battles between high schools and colleges from 1890s to mid-twentieth century

Kliebard, Herbert M., Bestor Agonistes, Educational Studies, 17(Winter, 1986), 542-549.*

Reviews 1985 reissue of Arthur Bestor\u27s Educational Wastelands

Kliebard, Herbert M., The Search for Meaning in Progressive Education: Curriculum Conflict in the Context of Status Politics, pp. 231-252 in Herbert M. Kliebard, The Struggle for the American Curriculum, 1893-1958, 2nd ed. New York: Routledge, 1995. Reprinted pp. 271-292 in 3rd ed. New York: RoutlegeFalmer, 2004.

Explains the theoretical framework for the author\u27s interpretation of curriculum history in the full volume in terms of status politics and the symbolic nature of interest-group struggles over curriculum during this period

Kliebard, Herbert M., Dewey and the Herbartians: The Genesis of a Theory of Curriculum, Journal of Curriculum Theorizing, 3(Winter, 1981), 154-161. Reprinted pp. 66-79 in William F. Pinar, ed., Contemporary Curriculum Discourses . Scottsdale, AZ: Gorsuch Scarisbrick, 1988. Also reprinted pp. 68-81 in William F. Pinar, ed., Contemporary Curriculum Discourses: Twenty Years of JCT. New York: Peter Lang, 1999.

Presents a review of Dewey\u27s early career and his curriculum theory as influenced by the Herbartians

Kliebard, Herbert M., What Happened to American Schooling in the First Part of the Twentieth Century? pp. 1-22 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, 84th Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985.

Traces early 20th century reforms and their critics

Kliebard, Herbert M., Curriculum Theory: Give Me a For Instance, Curriculum Inquiry, 6(No. 4, 1977), 257-269. Reprinted pp. 168-182 in Herbert M. Kliebard, Forging the American Curriculum: Essays on Curriculum History and Theory. New York: Routledge, 1992.*

Presents a definition of curriculum theory; identifies the curriculum theory found in Dewey\u27s writings

Kliebard, Herbert M., Curriculum Theory as Metaphor, Theory into Practice, 21(Winter, 1982), 11-17. Reprinted pp. 202-216 in Herbert M. Kliebard, Forging the American Curriculum: Essays in Curriculum History and Theory. New York: Routledge, 1992.

Describes the relation between metaphor an theory in curriculum