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Part of a larger report on the Four Directions Project, an American Indian technology innovation project, this section includes 10 "pathfinders" to locating information on learning and instructional technology resources. The pathfinders were designed by students in the Graduate School of Library and Information Science at the University of Texas at Austin in response to specific requests by educators in reservation schools. The pathfinders are bibliographic instructional aids that outline methods to locate information on topics of interest to a particular client. Each pathfinder includes an introduction that describes the nature of the topic, scope of the pathfinder, assessment of client needs, and steps taken in identifying and evaluating relevant resources; an annotated bibliography of 15-25 resources, including print reference works, monographs, indexes, journal titles, electronic resources, and organizations; and the pathfinder proper, a guide to locating resources on the topic. The pathfinders are: (1) "Native American Learning Resources: A Pathfinder" (Beth Royall); (2) "The Psychology of Human Learning: A Pathfinder for High School Teachers" (Ruth K. Chiego); (3) "Building a Virtual Museum: A Pathfinder of Resources for the Four Directions Project" (Lee Bell); (4) "Pathfinder on QuickTime" (Jennifer Thomas); (5) "Introduction to Adobe Photoshop Pathfinder" (Roger Magnus); (6) "Pathfinder to Animation: Using Technology To Learn, Learning To Use Technology" (Hope Kandel); (7) "Tips for Better Photography: A Pathfinder" (Jennifer Morley); (8) "Oral History: Resources for Teachers" (Michelle Beattie); (9) "Starting on Your Ojibwe Family History: Internet Resources" (Candice Weaver); and (10) "The Impact of Technology on Indigenous Cultures: A Pathfinder" (Gina Leiss). (SV)

Intellectual freedom is a core value of librarianship, but fighting to keep controversial materials on the shelves can sometimes feel like a lonely battle. And not all censorship controversies involve the public objecting to a book in the collection--libraries are venues for displays and meetings, and sometimes library staff themselves are tempted to preemptively censor a work. Those facing censorship challenges can find support and inspiration in this book, which compiles dozens of stories from library front lines. Edifying and enlightening, this collection: (1) Tells the stories of librarians who withstood difficult circumstances to champion intellectual freedom; (2) Touches on prickly issues such as age-appropriateness, some librarians' temptation to preemptively censor, sensitive cultural expressions, and criminality in the library; and (3) Presents case studies of defenses that were unsuccessful, so librarians facing similar challenges can learn from these defeats. There are fewer situations more stressful in a librarian's professional life than being personally confronted with a demand to remove a book from the shelves or not knowing how to respond to other kinds of censorship challenges. Reading this book will help fortify and inform those in the fray. This book is divided into seven parts. Part I, Sometimes We're Our Own Worst Enemy: When Library Employees Are Censors, contains the following chapters: (1) Where There Once Was None (Lucy Bellamy); (2) Well-Intentioned Censorship Is Still Censorship: The Challenge of Public Library Employees (Ron Critchfield and David M. Powell); (3) If I Don't Buy It, They Won't Come (Peggy Kaney); and (4) Mixed-Up Ethics (Susan Patron). Part II, How Dare You Recommend This Book to a Child: Reading Levels and Sophisticated Topics, contains the following chapters: (5) Clue-less in Portland (Natasha Forrester); (6) Vixens, Banditos, and Finding Common Ground (Alisa C. Gonzalez); (7) Long Live the King (Novels)! (Angela Paul); (8) Parent Concern about Classroom Usage Spills Over into School Library (Laurie Treat); (9) The Princess Librarian: An Allegory (Sherry York); and (10) The Complexity and Challenges of Censorship in Public Schools: Overstepping Boundaries, Cultivating Compassionate Conversations (Marie-Elise Wheatwind). Part III, Not Only Boy Scouts Should Be Prepared: Building Strong Policies, contains the following chapters: (11) I Owe It All to Madonna (Lise Chlebanowski); (12) The Battle to Include (Gretchen Gould); (13) Pornography and Erotica in an Academic Library (Michelle Martinez); and (14) Reasonable Accommodation: Why Our Library Created Voluntary Kids Cards (Matt Noionen). Part IV, When the Tribe Has Spoken: Working with Native American Collections, contains the following: (15) Cultural Sensitivity or Censorship? (Susanne Caro); and (16) Developing the Public Library's Genealogy Euchee/Yuchi Collection (Cathlene Myers Mattix). Part V, Conversation + Confrontation + Controversy = Combustion: Vocal Organization and Publicly Debated Challenges, contains the following chapters: (17) 32 Pages, 26 Sentences, 603 Words, and $500,000 Later: When School Boards Have Their Way (Lauren Christos); (18) The Respect of Fear (Amy Crump); (19) Sweet Movie (Sydne Dean); (20) Censorship Avoided: Student Activism in a Texas School District (Robert Farrell); (21) I Read It in the Paper (Hollis Helmeci); (22) Uncle Bobby's Wedding (James LaRue); (23) A Community Divided (Kristin Pekoll); (24) The Author Visit That Should Have Been (Karin Perry); (25) One of Those Not So Hideous Stories of a Book Challenge (Kathryn Prestidge). Part VI, Crime and Punishment: When Library Patrons Have Committed a Crime, contains the following chapters: (26) A Serial Killer Visits the Library (Paul Hawkins); and (27) Books, Bars, and Behavior: Censorship in Correctional Libraries (Erica MacCreaigh). Part VII. Perhaps It Is Possible to Judge a Book by Its Cover: Displays, contains the following chapters: (28) The Ghost of Halloween Past (Kathy Barco); (29) The Neophyte in the New Age (Rosemary J. Kilbridge); (30) Gay Books Display Brings Out High School Faculty Prejudice (Nadean Meyer); and (31) Censorship Looms Over the Rainbow (Cindy Simerlink). [Foreword by Ellen Hopkins.]

Suicide is currently the second leading cause of death among college students in the United States. This complex issue on college campuses is often overlooked, and this book combines the efforts from several leaders in the field of suicidology in an attempt to grasp a better understanding of college student suicide. The book is divided into four parts. Part I discusses suicidal behaviors among college students, college student suicide risk and an analysis of national epidemiological data, gender considerations, racial and ethnic differences, and murder-suicide on campus. Part II explores the risk and protective factors, individual and family history, alcohol involvement, environmental stressors, interpersonal factors, and protective factors. Part III addresses identification and treatment, suicide assessment, cognitive behavioral therapy, including college suicide prevention programs and interventions. A case study presents a real illustration of a counseling intervention with a college student. Additional topics include the variability of college student suicidal behaviors, identification of at-risk students, and legal liabilities of universities. This unique and comprehensive book is intended for college counseling centers, researchers, clinicians, and professionals who are faced with issues relating to college student suicide on a regular basis. (Contains 21 illustrations and 11 tables.)

This book is the third volume of the paperback versions of "The SAGE Handbook of Qualitative Research, Third Edition." This portion of the handbook considers the tasks of collecting, analyzing, and interpreting empirical materials, and comprises the Handbook's Parts IV ("Methods of Collecting and Analyzing Empirical Materials") and V ("The Art and Practices of Interpretation, Evaluation, and Presentation"). "Collecting and Interpreting Qualitative Materials, Third Edition" introduces the researcher to basic methods of gathering, analyzing and interpreting qualitative empirical materials. Part I moves from interviewing to observing, to the use of artifacts, documents and records from the past; to visual, and autoethnographic methods. It then takes up analysis methods, including computer-assisted methodologies, as well as strategies for analyzing talk and text. This Third Edition contains a new Reader's Guide prepared by the editors that helps students and researchers navigate through the chapters, locating the different methodologies, methods, techniques, issues, and theories relevant to their work. It presents an abbreviated Glossary of terms that offer students and researchers a ready resource to help decode the language of qualitative research. The book offers recommended Readings that provide readers with additional sources on specific topic areas linked to their research. This text is designed for graduate students taking classes in social research methods and qualitative methods as well as researchers throughout the social sciences and in some fields within the humanities. An introductory chapter, "The Discipline and Practice of Qualitative Research," by editors Norman K. Denzin and Yvonna S. Lincoln, begins the book. Part I, Methods of Collecting and Analyzing Empirical Materials, contains chapters: (2) Narrative Inquiry: Multiple Lenses, Approaches, Voices (Susan E. Chase); (3) Arts-Based Inquiry: Performing Revolutionary Pedagogy (Susan Finley); (4) The Interview: From Neutral Stance to Political Involvement (Andrea Fontana and James H. Frey); (5) Recontextualizing Observation: Ethnography, Pedagogy, and the Prospects for a Progressive Political Agenda (Michael V. Angrosino); (6) What's New Visually? (Douglas Harper); (7) Autoethnography: Making the Personal Political (Stacy Holman Jones); (8) The Methods, Politics, and Ethics of Representation in Online Ethnography (Annette N. Markham); (9) Analytic Perspectives (Paul Atkinson and Sara Delamont); (10) Foucault's Methodologies: Archeaology and Genealogy (James Joseph Scheurich and Kathryn Bell McKenzie); (11) Analyzing Talk and Text (Anssi Perakyla); and (12) Focus Groups: Strategic Articulations of Pedagogy, Politics, and Inquiry (George Kamberelis and Greg Dimitriadis). Part II, The Art and Practices of Interpretation, Evaluation, and Representation, contains chapters: (13) Relativism, Criteria, and Politics (John K. Smith and Phil Hodkinson); (14) Emancipatory Discourses and the Ethics and Politics of Interpretation (Norman K. Denzin); (15) Writing: A Method of Inquiry (Laurel Richardson and Elizabeth Adams St. Pierre); (16) Poetics for a Planet: Discourse on Some Problems of Being-in-Place (Ivan Brady); (17) Cultural Poesis: The Generativity of Emergent Things (Kathleen Stewart); (18) "Aria in Time of War:" Investigative Poetry and the Politics of Witnessing (Stephen J. Hartnett and Jeremy D. Engels); and (19) Qualitative Evaluation and Changing Social Policy (Ernest R. House). Also included are a reader's guide, suggested readings, an author index, and subject index.

In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces--extracts from books, key articles, salient research findings, major theoretical and practical contributions--so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Richard Aldrich has spent the last 30 years researching, thinking and writing about some of the key and enduring issues in history of education. He has contributed over 15 books and 75 articles to the field. In this book, Richard Aldrich brings together 14 of his key writings in one place. Starting with a specially written Introduction, which gives an overview of his career and contextualizes his selection, the chapters cover: understanding history of education; the politics of education; educational reformers; curriculum and standards; the teaching of history; and education otherwise. This book not only shows how the author's thinking developed during his long and distinguished career; it also gives an insight into the development of the fields to which he contributed. The book is divided into six parts and 14 sections after an introduction. Part 1, Understanding History of Education, contains: (1) The Three Duties of the Historian of Education; and (2) The End of History and the Beginning of Education. Part 2, The Politics of Education, then presents: (3) Sir John Pakington and the Newcastle Commission; and (4) From Board of Education to Department for Education and Employment. Part 3, Educational Reformers, contains: (5) The Role of the Individual in Educational Reform; (6) Joseph Payne: Critic and Reformer; and (7) Contemporary Educational Reformers. Part 4, Curriculum and Standards, contains: (8) A Curriculum for the Nation; and (9) Educational Standards in Historical Perspective. Part 5, The Teaching of History, contains: (10) New History: An Historical Perspective; and (11) Imperialism in the Study and Teaching of History. Part 6, Education Otherwise, contains: (12) Learning by Playing; (13) Apprenticeship in England: An Historical Perspective; and (14) Family History and the History of the Family.

For nearly 20 years, critics and the curious have been asking about the homeschooled: But how will they do in the "real world" of adulthood? As a corollary, they have also asked: What about socialization? This unique study takes a look at the lives of over 7,000 adults from across the United States who were home educated during their elementary and secondary school years. The purpose of this study was to describe and gain more understanding about these adults. In particular, the focus was on their general demographics, attitudes toward their own home-education experiences, and successes in life. Success was evaluated with respect to civic, social, educational, employment, and worldview traits. The target population was all adults in the United States who had been home educated, regardless of whether thought positively or negatively about having been homeschooled. A written survey (questionnaire) and follow-up interviews were used to gather information about the participants. This full-length research report addresses the following topics regarding the participants, the first wave of adults who were educated as a part of the modern homeschool movement: (1) Homeschool Background; (2) Family History; (3) Post-Secondary Educational and other history; (4) Civic Involvement and Learning, Current Events, Style of Living; (5) Thoughts about Life, Marriage, Educational Plans, and so forth; (6) Work, Employment, Household Income; (7) Household, Family, Children; (9) Beliefs and Worldview; (10) Demographics; and (11) Various other items. (This book includes charts and graphs.) [This book was published by the National Home Education Research Institute.]

Except for discussions of the early colonial period, the American Indians of Virginia are invisible in history textbooks, leading many people to assume that the state's Indian population vanished long ago. This book shares the unique stories of some of Virginia's Indian people, providing an insight into the history, education, and cultural traditions of each of the eight state-recognized tribes of Virginia: the Monacan Nation and the Chickahominy, Eastern Chickahominy, Mattaponi, Upper Mattaponi, Nansemond, Pamunkey, and Rappahannock Tribes. Chapters focus on: (1) life on the reservations during the 20th century, including one-room schools; (2) American Indian history in Virginia and the historical distortions in history textbooks; (3) history of racial identification of Indians in Virginia; (4) two statewide Indian organizations that work on federal and state relations with tribes, advocacy, and improvement of Indian education; (5) experiences of living in two worlds, growing up Indian, learning cultural traditions, and attending Indian schools and public schools; (6) archaeology and issues related to protection of Native American graves; (7) pottery making traditions and instruction; (8) pow wows; (9) food and subsistence traditions; and (10) museums and historical research. Appendices present a glossary, suggested reading, other resources, museums, and profiles of the eight state tribes. (Contains an index.) (SV)

This resource guide provides an introduction to the resources of the State Historical Society of Wisconsin for the beginner as well as the experienced researcher. Introductory material includes a map showing the location of the Historical Society and provides information about parking, library hours, telephone numbers, and mailing address. Detailed information including purpose, holdings, and use of materials is then provided for three components of the Historical Society: (1) the Library (Family Histories, Local Histories, U.S. Census, Wisconsin Territorial and State Censuses, Local Censuses, Wisconsin Vital Records, Passenger Lists, Military Records, City Directories, Newspapers, and How to Use the Collections); (2) the Wisconsin State Archives and Manuscript Collections (Census Records, Military Records, County and Local Government Records, Naturalization Records, Other Records, The Draper Manuscripts, Church and Cemetery Records, and The Genealogical Society of Utah Microfilming Program); and (3) the Map Collection. In addition, two applications of genealogical research are described: the solving of an 1855 kidnapping, and the location of a photograph of a black civil rights leader active in 1865. A bibliography of German place name sources available on the University of Wisconsin-Madison campus and a listing of Area Research Centers are appended. Information about the contributors to the guide is also provided. (KM)

This book provides a step-by-step guide to genealogical research in North America for Native Americans. The book also contains information on the history of Native Americans and their relationships with the United States. Chapters include: (1) "Grandmother Spider's Tangled Web"; (2) "Why Trace Your Roots?"; (3) "Celebrating Heritage and Diversity"; (4) "A Deeper Sense of History"; (5) "Tracing Your Family Tree"; (6) "Genealogical Records and Research"; (7) "Native American Records and Documents"; and (8) "Preserving What Your Find." Contains a 31-term glossary and an index. (EH)

This book provides a step-by-step guide to genealogical research in the United States and other countries for Jewish Americans. The book also contains information on the history of the Jews, including the Diaspora, the Holocaust, immigration to the United States, and the establishment of the modern state of Israel. Chapters include: (1) "The Box in the Closet"; (2) "In the Beginning..."; (3) "The Jewish Diaspora"; (4) "Coming to America"; (5) "Never Forget, Never Again"; (6) "Two Promised Lands"; (7) "Genealogical Ground Rules"; (8) "Gaining Knowledge from Family Members"; (9) "Searching for Records"; (10) "Research on the Holocaust and Your Ancestors' Roots"; and (11) "Conclusion." Contains a 22-item glossary and an index. (EH)

This book provides a step-by-step guide to genealogical research in the United States and Ireland for Irish Americans. The book also contains information on the history of Ireland and Irish immigration. Chapters include: (1) "Your Irish American Heritage"; (2) "Your Irish Immigrant Ancestors"; (3) "Getting Started"; (4) "Researching in Ireland"; (5) "Interviewing Your Relatives"; and (6) "Putting It All Together." Contains a 32-term glossary and an index. (EH)

This book provides a step-by-step guide to genealogical research in the United States and Mexico for Mexican Americans. The book also contains information on the history of Mexico and its relationship with the United States. Chapters include: (1) "Why Do Mexican Americans Explore Family History?"; (2) "Your Mexican American Heritage"; (3) "How Do I Begin?"; (4) "Charts and Computers: Organizing What You Find"; (5) "Working with Mexican Documents"; (6) "Other Documents: Making Your Ancestors Come Alive"; (7) "Where Do I Go from Here?"; and (8) "Putting It All Together." Contains a 30-term glossary and an index. (EH)

This book provides a step-by-step guide to genealogical research in the United States and China for Chinese Americans. The book also contains information on the history of China and its relationship with the United States. Chapters include: (1) "Making History Come to Life"; (2) "Being Chinese Americans"; (3) "Social Structure and Genealogy in Chinese History"; (4) "Starting Your Search in the United States"; (5) "Chinese Clan Registers"; (6) "Local Gazetteers"; (7) "Oral History"; and (8) "Your Final Result." Contains a 20-term English and a 34-term Chinese glossary and an index. (EH)

This book provides a guide to the study of genealogy, or family history, through the use of historical documents, artifacts, and private records. Intended mainly for students who wish to trace their family roots, the book can be used by anyone interested in the lives of Japanese Americans throughout the years. Often called the "model minority," Japanese Americans in the United States offer a unique glimpse into a different perspective on the "American experience." Suggestions on how to find records that are publicly available are included. The book contains the following chapters: (1) "History" which includes discussions on topics such as picture brides, "the yellow peril," and success stories; (2) "Beginning Your Genealogical Search" discusses how far to go, interviewing people, searching artifacts and old records, and geneaology on the Internet; (3) "Using Outside Sources" lists sources in the United States and Japan; (4) "Oral History" includes preparing, doing, ending and transcribing and editing the interview; (5) "Some Questions" concerns terms of kinship, nontraditional families, adoption, and resources; and (6) "Wrapping Up Your Research" discusses family trees, memoirs, and guides to writing and publishing. (EH)

This book offers a guide to the study of genealogy, or family history, through the use of historical documents, artifacts, and private records. Intended mainly for students who wish to trace their family roots, the book also can be used by anyone interested in the lives of Polish Americans throughout the years. Chapters describe how to find records that are publicly available. The table of contents includes: (1) "Tracing Your Roots"; (2) "Poland, Polish Americans, and the History of Immigration" including Polish Jews and the Warsaw ghetto, Lech Walesa and Solidarity, Polish literature and art, and biographies of Poles; (3) "Beginning Your Genealogical Search"; (4) "Oral History"; (5) "Creating A Family Tree"; (6) "Making a Polish American Family History"; (7) "Your Kin Group or Family"; and (8) "Tracing Your Roots If You Are Adopted." (EH)

This book offers a guide to the study of genealogy, or family history, through the use of historical documents, artifacts, and private records. Intended mainly for students who wish to trace their family roots, the book also can be used by anyone interested in the lives of British Americans throughout the years. Chapters describe how to find records that are publicly available. The table of contents includes: (1) "Why Trace Your Roots?"; (2) "Celebrating Heritage"; (3) "The Land of Your Ancestors" includes Scottish, English, and Welsh traditions; (4) "Your Ancestors Were Immigrants" discusses America during the Colonial period, emigration from England, Scotland, and Wales to America, languages, music and dance; (5) "Getting Started"; (6) "Documents and Libraries"; (7) "The Idea of Lineage" includes names, clans, mobility, titles, coats of arms, and heraldry; and (8) "Preserving What You Find." (EH)

This book provides a guide to the study of genealogy, or family history, through the use of historical documents, artifacts, and private records. Intended mainly for students who wish to trace their family roots, it also can be used by anyone interested in the lives of African Americans throughout the years. Suggestions on how to find records that are publicly available are included. The book concentrates on how to trace one's roots back to an ancestor's arrival in the United States, emphasizing the difficult nature of the task. This book also illustrates the unique and important contributions of African Americans to U.S. culture. Chapters include: (1) "A Heritage to Celebrate"; (2) "Immigration in Chains" discussing the slave trade; (3) "Freedom and the African Cultural Diaspora"; (4) "Getting Started on Your Search" suggests using graveyards, heirlooms, and oral tradition as sources; (5) "The Census, and What It Doesn't Tell"; (6) "Searching for Slaves" discusses colored troops, county deed books, and early Black organizations; (7) "High-Tech Genealogy"; (8) "Nontraditional Families and Family Issues"; and (9) "Preserving Your Family History." Each chapter contains a resources section for further research. (EH)

This book is designed to help the novice in understanding how to conduct genealogical research for German ancestors. A brief introduction to each chapter offers ideas on topics for research and resources to consult. Chapters include: (1) "Why Trace Your Roots?"; (2) "The History of Germany and German Emigration"; (3) "Beginning Your Genealogical Search"; (4) "Oral History"; (5) "Creating Your Family Tree"; and (6) "Making Your Own History." (EH)

This book is designed to help the novice in understanding how to conduct genealogical research for Italian ancestors. A brief introduction to each chapter offers ideas on topics for research and resources to consult. Chapters include: (1) "Why Trace Your Roots?"; (2) "The History of Italian Immigration"; (3) "Beginning Your Genealogical Search"; (4) "Getting the Inside Story"; (5) "Using Outside Sources"; (6) "Research in Italy"; (7) "Nontraditional Families"; and (8) "Putting It All Together." (EH)

This book is designed to help the novice in understanding how to conduct genealogical research for Scandinavian ancestors. A brief introduction to each chapter offers ideas on topics for research and resources to consult. Chapters include: (1) "Tracing Your Roots"; (2) "Scandinavia, Scandinavians, and the History of Immigration"; (3) "Beginning Your Genealogical Search"; (4) "Oral History"; (5) "Making a Scandinavian American Family History"; and (6) "The Meaning of Community, Kinship, and Family." (Contains a glossary and an index. (EH)

This teacher's guide to "Do People Grow on Family Trees?" provides the classroom teacher with thought-provoking discussion topics and questions and curriculum-enhancing activities. It presents objective-based, action learning strategies that involve students in the following: simulation situations that lead to problem solving and other higher-thinking-level skills, interesting research and data collecting projects, design and utilization of charts and diagrams, reading and writing in content area, cooperative learning group activities, and group discussions and debates. This guide is geared toward the fourth to eighth grades. The activities suggested can be incorporated into the social studies curricula, or a thematic unit on geneology could be incorporated into a language arts research and writing-based program. Techniques for research and study are pedigree charts, family group sheets, reading relationship charts, and the study of historical immigration movements. Information on how to research family genealogies by way of the family Bible, handling photographs, tape recording interviews, and saving facts of one's own life also are covered. Each chapter presents objectives and classroom discussion examples along with sample activities. (JAG)