Bibliographies and Indexes in Education – serie

The freedom of academics to pursue knowledge and truth in their research, writing, and teaching is a fundamental principle of contemporary higher education in the United States. But this freedom has been hard won and regularly abridged, reinterpreted, and violated. Academic freedom has been central to many issues and controversies in higher education and has thus generated literature in a variety of disciplines. This book provides access to that literature.Included are entries for nearly 500 books, chapters, articles, reports, web sites, and other sources of information about academic freedom. Each entry includes a descriptive annotation, and the entries are grouped in topical chapters. While most of the works cited were published since the 1940 American Association of University Professors Statement of Principles on Academic Freedom and Tenure, some older studies have also been included. Though the volume focuses primarily on higher education in the U.S., it also includes a chapter on academic freedom in other countries.

Product information not available.

This bibliography includes scholarly journals, dissertations, papers, and books published primarily from 1980 through December 1984 that focus on teacher evaluation and merit pay. These materials are presented in separate chapters, according to the type of publication in which they appeared. In addition to materials identified and annotated from a literature search of several education databases, the authors wrote to public school districts with student populations of over 5,000 requesting copies of their teacher evaluation materials. They received 348 sets of evaluation documents and these materials are annotated in the chapter entitled School District Publications. Other materials prepared by school districts are included in the chapter entitled Papers.

With the stress on career orientation in the early levels of education, this bibliography will be welcomed by educators as a basic guide to career education materials appropriate for elementary school students. The Career Index is intended for teachers, librarians, guidance counselors, and students from kindergarten through sixth grade. This annotatated listing of 1,066 print and nonprint items includes fictional, bigraphical, and poetic as well as nonfictional works focusing on materials for self-awareness and career awareness. RQThis reference work is designed to help teachers, librarians, guidance counselors, parents, and students identify materials to increase career awareness at the kindergarten through sixth grade level. The annotated bibliography covers primarily recent works, published since 1970, that can offer career information for both children and young adults. In addition to the general or collective works that appear, the compiler, acknowledging the inspirational role biographies can play in career education, has included such works in the bibliography. The only exception is sports biographies, which, due to their sheer number, had to be excluded.The volume is organized by career or vocation, with general eerks listed at the beginning of each chapter. Throughout each category and subcategory, entries are listed alphabetically, with cross-references at the end of each chapter dealing with subject overlaps. Entries consist of the essential bibliographic information for each work, an approximate grade-range recommendation, a brief annotation, and a key to note the inclusion of indexes, photographs, appendices, etc. A group of separate indexes are also included, which classify the information according to author, biographie, and subject area. This unique reference book will be an important source for career education courses, as well as a valuable addition to elementary school libraries and those college libraries associated with teacher training.

With this first supplement to his world bibliography, which was published in 1981, Weinberg continues his efforts to retrieve and provide access to the many invaluable contributions on the subject of educating the world's poor and minority children that are frequently overlooked in the prevailing emphasis on mainstream educational and institutional concerns. Covering the literature that appeared between 1979 and 1985 in some 20,000 entries, this volume offers a detailed introduction to schooling as it is affected by the social, economic, and political forces around it.

This bibliography provides enhanced access to the richly diverse and culturally significant writings on the history of higher education in American life. In the past, graduate level research on this subject in the form of doctoral dissertations and masters theses has been neglected by historians. This book helps bring these works to the fore. Higer Education in American Life reflects the breadth and variety of influences which have characterized the history of academic institutions, including curricula, athletics, personalities, and disciplines. This convenient resource is divided into two parts; citations in the first part are arranged alphabetically by state and subdivided by institution, and the second part contains topical studies arrayed under 69 headings.

This annotated bibliography is the first to trace the history of the Writing Across the Curriculum Movement (WAC) and to assess the state of scholarship and pedagogy on the subject today. Professors Anson, Schwiebert, and Williamson carefully describe 1067 important sources taken from bibliographies, books, monographs, journals, textbooks, and other documents. Their research guide reviews the history and implementation of WAC, research and theoretical studies, and the teaching of writing across the curriculum in general and in diverse fields. Author and subject indexes provide easy access to the reference materials for the use of researchers in composition, education, arts and humanities, physical, social and behavioral sciences, and business.

As efforts to promote literacy accelerate in all parts of the world, research on reading has moved in new and innovative directions and taken on an increasingly international dimension. Reflecting these developments, this new bibliography expands current notions of what comparative reading is, or ought to be. It lists and categorizes research efforts made throughout the world, giving special emphasis to the tendency to conceive of the reading process in interdisciplinary terms.

The issues of literacy and illiteracy have made their presence felt in every country of the world. Anyone who has explored these issues quickly comes to understand that, because the acquisition of basic literacy is no longer enough, these concerns may never go away entirely. This bibliography is conceived as a starting point for continued research and study in the areas of literacy and illiteracy. Chapter one deals with international and national research in literacy. The international research section is subdivided into sections pertaining to cross-cultural, cross-national, world literacy, and world regional research in literacy. The national research section lists countries alphabetically with the United States being further subdivided into general and state-by-state sections. Illiteracy and UNESCO and literacy in the third world are the subjects of chapters two and three respectively. Cross-referencing is provided by author and subject indexes. This volume provides much-needed access to information on literacy and illiteracy for teaching, research, and planning purposes.

This bibliography brings together in one comprehensive volume citations of books, dissertations, theses, and ERIC microfiche relating to the history of specific institutions of higher education worldwide. All types of postsecondary institutions--two years colleges, liberal arts colleges, seminaries, specialized institutions, and universities--are included. Entries include the following elements when available: author/editor, title, place of publication, publisher, publication date, and number of pages.Citations from 85 countries are included. Entries are by country, dependency, and territory. The United States has been further divided by state. Names of institutions are in English. References are in the language in which they were written. The majority of the citations should be available in a library somewhere in the United States. Obscure sources that may be difficult to obtain have been included because they are often the only citation. All editions of a title as well as older works are included because of their potential value to a researcher. The book should be a part of all college, university, and large public library collections. College of Education faculty members specializing in higher or comparative education will find much of value here.

Bibliographies of American college presidents are scarce and background data are widely scattered in article, monographic, and biographic form. Ann H. L. Sontz's new bibliography is the first work on this significant topic in 30 years, a period that has witnessed a real expansion of interest in higher education and in the role of the university president both in educational reform and institutional definition maintenance. The volume reflects the fact that much of the finest biographical material on educators has become available only during the past three decades. The Review Essay is a substantial critical review of the past and current role of the college president and its changes in function and perception from early America to 1988. The essay asserts that educational innovations are now as likely to come from presidents of smaller institutions as they are from larger ones and that the social theories of academic presidents need to be scrutinized and placed more firmly in their sociocultural context. Source materials in the bibliography section have been selected with an eye toward both accessibility and relevancy. Only those presidential writings that pertain directly to issues of education and academic governance are cited. Autobiographical materials and educational biographies written by college and university presidents are found here also.The volume contains a foreword by Paula G. Rubel, Professor of Anthropology at Barnard College, a list of tables, and a helpful section that describes the bibliography's organization and discusses selection criteria. The bibliography itself is preceded by a brief introductory essay that outlines a few of the major trends that have dominated research on the academic presidency. A separate section on background works includes general and theoretical works on the study of higher education and academic leadership; historical studies; references to criteria for presidential assessment and selection; citations relevant to academic finance, fund-raising, and philanthropy; and references to issues confronting presidents of women's, minority, and sectarian institutions. Biographies are treated separately. The archivist and researcher will find an integrated compilation of doctoral dissertations on the college president and a guide to the location of presidential manuscripts and papers. Biographers, both popular and scholarly, historians, and educators, as well as sociologists and anthropologists of education will find this reference invaluable.

Hladczuk's bibliography on literacy, which is the most comprehensive literacy/illiteracy bibliography available, covers every literacy `issue' currently in existence, including technological and mathematical literacy, aliteracy, and job literacy. Organized into 37 subject-oriented chapters, this bibliography provides approximately 3,000 citations. Most are dated from 1980 to the present. Although this work is a companion volume to Literacy/Illiteracy in the World. . . it can definitely stand alone. Author and subject indexes complete the volume. . . . Very highly recommended for all college and university collections. ChoiceIncreasing modernization and the technological explosion have lead to redefinitions, new understandings, and an expansion of the concept of literacy. In previous eras, literacy quite simply, meant the ability to read, to be functionally literate. But that definition of literacy--functional literacy--is now one of many that refer to increasingly specialized ways of being literate such as scientific literacy, cultural literacy, computer literacy, and visual literacy among others. Computer literacy and technological literacy were first listed as descriptions by ERIC in 1982 and the recent best seller Cultural Literacy: What Every American Needs to Know focused attention on an enlarged understanding of what it means to be literate and urged schools to teach cultural content to produce culturally literate citizens. This comprehensive dictionary, a companion volume to the compilers' Literacy/Illiteracy in the World (Greenwood, 1989) which deals with the subject of literacy organized along the lines of international and national research, has been organized on a straightforward, user-friendly plan with the issues in literacy/illiteracy arranged alphabetically to facilitate logical use. Following the compilers' introduction, 37 sections beginning with adult literacy and ending with women and literacy, address such issues as aliteracy, biliteracy, computer literacy, evaluation of literacy, graphic literacy, right to read programs, and much more. Serious researchers will cross-check not only within the areas of this bibliography but also in the companion volume.Educators, especially those teaching methods courses and seminars to would-be teachers, and professionals in many of the areas treated by this bibliography will find that this trailblazing reference contains a wealth of source materials. This important bibliographical contribution deserves a place in every college and university library as well as in local public libraries across the U.S. Entires are arranged alphabetically by author and in the case of multiple citations by author, the citations are listed chronologically for that author. Where an author has had 2 or more publications in a year, the citations for that year are listed alphabetically by title. Citations are also listed according to the number of authors in a manner that provides easy access to the information. Each item has been numbered consecutively and is referred to by number in the Subject Index which has been compiled not only on the basis of title, but also based on the information contained in the reference. The author's introduction serves as a concise, fact-filled overview of this important and timely subject. Students and scholars in the medical field, as well as alcohol counselors and others dealing with pregnancy or the affected children will find this resource invaluable.

Literature on American higher education has grown enormously. This volume is a guide to reference sources on higher education in America. The book contains entries for roughly 800 titles. Each entry includes a descriptive annotation. Included are books, monographs, government publications, and other reports. Entries are grouped in chapters according to type of reference work, such as bibliographies, dictionaries and encyclopedias, and directories. Within each chapter, general works are listed first, followed by others arranged by more specific topics, such as administration, collective bargaining, and comparative education. While most of the works were published between 1970 and 1990, the volume includes works from 1861 to 1992. Author, title, and subject indexes add to the usefulness of this reference tool.

With changes in the economy and in demography, college admissions officers need to target new populations and familiarize themselves with new developments that impact the enrollment pool. This important reference assembles nearly 1,000 citations for literature related to all aspects of undergraduate college admissions in the United States, including admissions to community colleges, four year colleges, and universities. Citations are provided for books, book chapters, journal articles, dissertations, and ERIC microfiche. No time limit was placed on the materials, and older works are included for those interested in historical research. Popular handbooks on how to get into college are omitted.The work begins with a preface that discusses its scope and organization and an introduction that briefly summarizes the history of college admissions in the United States. The bibliographic entries that follow are arranged in topical chapters devoted to general admissions, marketing and recruitment, admissions offices and officers, and foreign admissions. Nearly every citation is accompanied by a short descriptive annotation. Detailed author and subject indexes conclude the work.

The literature about academic advising has proliferated at a rapid rate during the past decade. This volume cites and annotates some 350 items on that topic. While most of the works were published in the 1980s and 1990s, a few classic books and articles from the past have also been included. Entries are grouped in topical chapters, and each overviews the contents of the work cited.Academic advising is one of the most important services on campuses today. No longer viewed as simple course scheduling, this subject is seen as a vital process that assists students in setting goals and negotiating the college experience in a positive way. Advising has evolved as a critical function because of the increasing complexity of curricula, the competitiveness of the job market, and the changing nature of the student population.The literature on academic advising has consequently proliferated during the past decade, and this book provides valuable guidance in that area. It contains some 350 entries for books and articles on academic advising and closely related topics. Entries are grouped in topical chapters, and each includes a short annotation. While most of the works cited were published in the 1980s and 1990s, a few classic articles and books from the past have also been included to give the collection an historical perspective.

Because young adolescents have unique intellectual, social, emotional, and physical needs, there has been a major push to develop strong middle level programs in American schools. This annotated bibliography is a comprehensive guide to literature and resources on middle level education in the United States. Included are more than 1,700 entries for books, articles, dissertations, government reports, newsletters, videotapes, and other materials on various aspects of middle level education. Entries are grouped in topical chapters, and each citation is accompanied by an evaluative annotation. The volume concludes with a descriptive listing of resources, such as organizations and journals.During the last decade, there has been a major push in the United States to develop strong middle level programs in American schools. The key purpose of such programs is to meet the unique intellectual, social, emotional, and physical needs of young adolescents who are too old to be called children and too young to assume the responsibilities of adulthood. Effective programs are those in which the school administration actively seeks to make the middle school meet the needs of the student, rather than force the student to fit the school.While the concept of middle level education has existed since the early 1960s, it has received much attention during the last decade, due to the growth of sociological, psychological, and educational research on adolescents. This reference book is a comprehensive guide to literature and resources on middle level education. Included are more than 1,700 entries for books, articles, dissertations, newsletters, government documents, videotapes, and other publications. Entries are arranged in topical chapters, and each entry includes an evaluative annotation. The volume concludes with a descriptive list of resources, such as organizations and journals.

Since its early American inception in the mid 19th century, the Ph.D. has been the hallmark of American higher education. It has become the capstone for a multitude of disciplines and professional education, overshadowing other degree programs. Yet it has not been above controversy. Recent discussions of its purpose vis-a-vis teaching and professional endeavors have continued a long tradition of examining graduate education. This selective, annotated bibliography offers an entree to the Ph.D. phenomenon. Of interest to administrators, educators, and scholars, the volume covers the history, research, and evolution of the Ph.D.An introductory essay offers an historical overview and sets the degree within the context of contemporary research. The following chapters provide annotated entries on publications covering issues surrounding the Ph.D. Organized into four sections, the entries cover the controversies, critical studies, and purpose of the Ph.D. degree for science and technology, the social sciences, and the humanities disciplines. The entries introduce such topics as acculturation, completion rates, funding, requirements, and structure of the Ph.D.

While the grading of student writing is of central concern to composition studies and to teaching, the process has not been clearly defined. The act of assigning a grade raises such issues as how teachers read student writing, whether form and content are of equal concern, what the purpose of grading is, and whether grading should take place at all. The vagueness of grading points to the complexity of the topic, which encompasses such matters as student peer review, psychometrics, student-teacher conferences, portfolios, collaborative learning, and English-as-a-Second-Language. Because of the centrality of grading and its complexity, the topic has generated a large body of literature. This reference book is a helpful guide to the vast and sometimes bewildering body of research on the grading of student writing.The volume includes entries for more than 1300 books and articles on grading published between 1970 and 1996. Each entry includes an annotation that summarizes the work and its importance. The entries are grouped in several broad chapters, with most chapters containing numerous subsections. Thus the book covers such topics as holistic grading, portfolio assessment, collaborative approaches to assessment, essay tests, creative writing, whole language, standardized tests, and student progress. The entries are arranged alphabetically within each subsection, and the author and subject indexes allow the user to access information quickly.

The freedom of academics to pursue knowledge and truth in their research, writing, and teaching is a fundamental principle of contemporary higher education in the United States. But this freedom has been hard won and regularly abridged, reinterpreted, and violated. Academic freedom has been central to many issues and controversies in higher education and has thus generated literature in a variety of disciplines. This book provides access to that literature.Included are entries for nearly 500 books, chapters, articles, reports, web sites, and other sources of information about academic freedom. Each entry includes a descriptive annotation, and the entries are grouped in topical chapters. While most of the works cited were published since the 1940 American Association of University Professors Statement of Principles on Academic Freedom and Tenure, some older studies have also been included. Though the volume focuses primarily on higher education in the U.S., it also includes a chapter on academic freedom in other countries.

Collaborative writing has attracted much attention in the last 25 years, though it eludes clear definition. In its simplest sense, it is writing done by more than one person. But in a broader sense, even a work by one author involves collaboration. The author typically builds on the work of others and revises the writing in response to feedback. This feedback can come from a student's peers or teacher in a classroom setting, it can come from experts and editors who assess a scholar's writing, or it can come from colleagues and clients in the world of business. This bibliography is a guide to research on collaborative writing published from the early 1970s to 1997.Included are nearly 1000 annotated entries for books, articles, reports, bibliographies, and other materials. These entries are clustered in two broad parts, each of which contains numerous topical sections. The first part of the book is devoted to collaborative writing in academic settings and covers such topics as classroom issues, peer review and tutoring, the role of computers and technology, particular types of classes, and ethical and gender concerns. The second looks at collaborative writing in nonacademic settings. Included are works on corporate acculturation, group dynamics, policies and procedures, industry-university collaboration, and technical reports. Entries are arranged alphabetically in each section, and detailed author and subject indexes provide easy access to the material.