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The purpose of this work is to provide a scholarly overview and framework of curriculum policy and practice as platforms for describing/recommending research questions, studies, and agendas for university-based, center-based, central education authority-based, and district-based researchers and research teams. This Handbook of Curriculum Inquiry is intended to be a more compact, strategically focused, and accessible handbook than the extremely large collections of often unrelated essays that have comprised almost all other handbooks. Thus, instead of the primary market being libraries and reference sets, this handbook should be of greater use to a wider audience of individuals. Libraries, to be sure, would constitute an important market audience. Each chapter of this Handbook will offer a sound, scholarly review of major research studies in the area under consideration. In addition, and particularly important, each chapter also will contain an embedded section that sets forth a set of questions for inquiry, sample studies, and/or (an) inquiry agenda(s). No other previous Handbook, to our knowledge, has these important added-value features. Furthermore, each chapter has been planned to offer questions and agendas that will include a range of complementary qualitative and quantitative research methods (historical, case study, ethnographic, narrative, arts-based, experimental, regression, survey, etc.). As an alternative to embedding them in the chapters, a companion book could be developed setting forth inquiry directions from the content chapters.