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Cultivating the Image of Teachers as Curriculum Makers Since Schwab's (1969a) first practical paper when he called for a renaissance in curriculum, debate has ensued concerning whether the renewal for which he advocated has occurred. Lack of advance in curriculum studies is attributed to diffused interests and efforts (Cuban, 1995), ongoing crisis in the field (Wraga & Hlebowitsh, 2003), tilling of the same theoretical ground (Westbury, 1999), asking of the wrong questions (Eisner, 2002a), and focusing on development rather than on theorizing (Pinar, Reynolds, Slattery, & Taubman, 1995). Likewise, D. Hamilton and McWilliam (2001) argue the moribund state Schwab named in the curriculum field is mirrored in teaching and teacher education. Lack of progress in that field is linked to absences of well-defined knowledge bases (Murray, 1996), dearth of research concerning program effectiveness (Houston, Haberman, & Sikula, 1990), paucity of large-scale studies (Feiman-Nemser, Parker, & Zeichner, 1994), and existence of ...