This article presents a review of five chapters in "Part III, Section F: Inquiring into Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). These chapters ["Part III: Curriculum in Theory. Introductory Essay" (William H. Schubert. pp. 391-398); "Curriculum…

Criticizes the response by William Pinar as not addressing points raised in Wraga's essay on reconceptualized curriculum studies. Pinar's vision of hopelessness for reforming the curriculum field continues the insulation of curriculum theorists from the complex problems of school practice. (SLD)

Reviews reasons educational practice is less influenced by curriculum theories than in the past and responds to the criticism by William Wraga that theory and practice have split. Notes the gendered nature of the relationship between theory and practice in curriculum, in that more theorists are male and more practitioners are female. (SLD)

Discusses Hyun's examination of developmentally appropriate multicultural education in early childhood education, noting applications of the theory and techniques to the Canadian education system. Considers the book a timely, informed, and challenging contribution to the process of developing multicultural education. (JPB)

Argues that while Billman and Sherman's book is intended for early-childhood-practicum courses, it may be better suited to a child-development course wherein the activities suggested would reinforce content. Examines each book chapter in terms of usefulness toward its goals of providing students with a link between theory and practice and…

Suggests that the articles in the book cover many of the aspects of discussion in the early years education debate. Notes that the articles are well-written, well-researched, and successfully link theoretical issues with practical implementation. Discusses some criticism related to the epistemological and conceptual framework presented. (AA)