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The purpose of this annotated bibliography was to inform an effort to create instruments that would yield indicators of the extent to which the Common Core State Standards for Mathematics or similar standards are implemented in classroom instruction. Reviewed here are instruments reflecting: coverage of classroom content, use of specific instructional practices, and use of textbooks in K-12 mathematics classrooms in the United States.

This partially annotated and selected bibliography lists several hundred publications on the topics of gender and gender and education at the global level and in countries located in the following areas: Sub-Saharan Africa, North Africa and the Middle East, Asia, South Asia, Southeast Asia, Central and East Asia, Latin America, and Tropical Island zones. Annotations including fairly detailed summaries are included for 60 publications. The vast majority of the books and papers cited are written in English. A few French and Spanish publications that are considered key sources on gender and education and development have also been included. A sampling of the topics covered in the various publications is as follows: access to education; adult education; agriculture; AIDS; attainment; basic education; capitalism; careers; caste; child bearing; civic education; class; coeducation; constraints; curriculum; distance learning; divorce; dropouts; employment; enrollment; family; famine; fertility; formal education; health; higher education; households; illiteracy; income; industry; jobs; labor market; labor supply law; literacy; adult literacy; marriage; nonformal education; patriarchy; politics; poverty; religion; reproduction; rural education; schools; women's status; stereotyping; teachers; trade unions; training schemes; urban education; vocational education; women and work; women's associations; and women's rights. Author, country, and theme indexes are included. (MN)

Adding to the resources for evidence-based practices, this occasional paper provides sources of research and professional wisdom that are useful to the design of evidence-based instruction. This annotated bibliography is divided into seven subsections that focus on reading, writing, math and numeracy, English as a second language, GED, adult learning theory, and technology. Each section presents adult education sources and then additional resources based on K-12 research, instruction, and professional development resources. (Contains 3 footnotes.)

Dr. Howard Gardner's introduction of multiple intelligences theory (MI theory) in 1983 generated considerable interest in the educational community. Multiple intelligences was a provocative new theory, claiming at least seven relatively independent intelligences. MI theory presented a conception of intelligence that was in marked contrast to the traditional view of a unitary, "general" intelligence. The Adult Multiple Intelligences (AMI) Study began in December 1996 with the question, "How can Multiple Intelligences (MI) theory support instruction and assessment in Adult Basic Education (ABE), Adult Secondary Education (ASE) and English for Speakers of Other Languages (ESOL)?" AMI was the first systematic, classroom-based study of MI theory across different adult learning contexts. This annotated bibliography, compiled by AMI Study staff through the course of the AMI Study, represents resources deemed most relevant or informative to those involved in the field of adult education. The fact that MI is a theory of intelligence, not a learning theory or an educational approach, leaves room for interpretation as to its practical applications. It also puts the onus on educators who want to use MI theory well in their own settings to develop a good grounding in the theory and in current MI-based practices. Therefore, studying available literature about MI theory, research, and practice becomes something of a prerequisite to applying the theory well and "in the spirit of" its key features. The goal of this annotated bibliography is to help colleagues in the adult education field--basic education, ESOL, pre/GED or diploma programs--with their initial search for MI resources that fit their needs. Of the 200 MI-related resources initially previewed, the authors identified the 45 included in this bibliography as pertinent or informative to our target audience. As readers are probably well aware, there are scant resources available about MI theory for adult basic education. Therefore, a search for resources helpful in applying MI theory in this field has to go beyond the bounds of resources geared specifically to adult education. Fortunately, many ideas and activities can be generalized beyond the original contexts from which they emerged. Included herein is any resource, no matter what the originating context, that is relevant or useful or has been recommended and used by AMI teachers or other colleagues. The annotations are organized in three categories: (1) MI Theory: This section includes books and articles that focus on the theory of multiple intelligences, such as Dr. Gardner's original texts. A range of more to less scholarly presentations of MI theory are included. Items typically include references to implications and examples of MI theory in practice. (2) MI Research Projects: This section shares articles and reports presenting research findings of MI-based studies. These resources describe specific applications of MI theory in schools and report findings such as the effect of MI theory in the classroom, attitudes toward MI theory, and levels of MI implementation. Finally, (3) MI Practices: Entries in this section focus on implementation. Some emphasize frameworks or formats for using MI theory, while others primarily present collections of activities. [This bibliography was produced with the assistance of Gina Cobin, Deborah Anderson, Peggy Kong, and Marina Livis.]

Preventing or reducing exposure to agricultural chemicals is an important focus for health educators serving farmworkers and their families. The need for this health education has been intensified with the development of U.S. Environmental Protection Agency Worker Protection Standard (WPS). Among other requirements, WPS states that farmworkers must receive worker-safety training that covers specified topics related to chemical exposure. This annotated bibliography compiles 35 health education materials appropriate for use with farmworkers and related to agricultural chemical exposure. These items were published since 1988 and include various print materials, training manuals and curricula, and audiovisual products. The majority are available in both English or Spanish, or in Spanish only. Annotations include: brief description of contents and format, publisher, source, audience, language, reading level, evaluation of relevance to WPS, and suggestions for use. An introduction describes the search strategy and review process used to compile the bibliography. Appendices list information required by WPS and the bibliography's review format. (SV)

The technical reports and working papers published by the Center for Children and Technology that are listed in this guide focus on educational technology and its relationship to student learning and school restructuring. Technical reports share research results, describe prototype designs, and address issues crucial to the Center's research agenda. Working papers are more informal reflections on the research process. The listings for 51 technical reports include title, author, publication date, a brief description of the paper, its availability, where it has been published or its ERIC document number, and the number of pages. Topics include microcomputers and their implementation in and impact on elementary and secondary schools; problem solving and Logo programming; computer software issues; cognitive processes and computer use; sex differences issues; learning environments that incorporate educational technologies; databases; programming skills; mathematics instruction; interactive video in the classroom; science instruction; conducting research in classrooms; and the design of educational computer software. The listings for four working papers include the title, author, publication date, description of the paper, and number of pages. Topics include interactive video; interactive multimedia; elementary earth science instruction; and cultures and gendered values. A further listing of 16 Center for Technology in Education technical reports includes title, author, publication date, description, availability, and number of pages for each report. Topics include computer-supported writing; educational testing; multiple intelligences; teachers' beliefs; organizational impact of school computers; school restructuring; disadvantaged students; assessing school performance; discovery-oriented programs; and interactive multimedia learning. (DB)

This bibliography provides a comprehensive view of the use of media in a large distance education institution--the Open University. Both externally published and internal papers are presented in sections, which are further divided into sub-sections according to related themes. There is considerable overlap among papers, and many abstracts are reproduced in more than one place. Each entry contains the paper number (corresponding to the index of papers in the back), author, title, citation (if applicable), and abstract. Section headings include broadcasting; multimedia and course design, including radio, television, video, and text; computing and communications technology, including interactive video, cable, and satellite; and evaluation, including student usage and research methodology. In addition to approximately 305 cited references, the publication describes 18 Student Research Centre reports, 5 Teaching and Consultancy Centre reports, 20 Centre for Information Technology in Education reports, 11 publications of the Programme on Learner Use of the Media (PLUM), and 4 audiovisual packs are cited. It is noted that, since the bibliography contains abstracts of papers going back to the inception of the University through to the present date, it constitutes not only a resource for those involved in course design and decision making with regard to media-mix and policy, but a unique insight into the development of the use of media at the Open University. (DB)

This document is a set of resource summaries for educators of students at risk compiled by the nine regional educational laboratories. The summaries are divided into papers, programs, and technical assistance services. Student characteristics, effective remedial instruction strategies, and urban programs are emphasized. The 44 papers are published or unpublished reports, research syntheses, or position papers on issues related to at-risk students. The 22 programs describe specific interventions through schools, communities, or other agencies. The 18 technical assistance services are sources of information, training, or consultation. Each summary contains the following information: (1) a brief description of the resource; (2) keywords or descriptors; (3) the population targeted; (4) a contact person; and (5) the name of the laboratory submitting the entry. Alphabetical lists of summaries and a list of the addresses and telephone numbers of the nine regional laboratories are included. (FMW)

This 44-item bibliography presents annotations of video resources for the teaching of literacy that feature instructors who effectively put theory into practice--videos that portray literacy teachers and learners in action. To preserve the aesthetic integrity of individual videos produced as part of a series, individual videos are not classified into topical categories. Topics of videos in the bibliography include emergent literacy, reading comprehension, word identification, prewriting, English as a second language, collaborative writing, literature-based classrooms, and multicultural education. In addition to information on how to obtain the video and a detailed review, each entry in the bibliography presents classificatory information under the descriptor "suggested specific uses"--subject matter audiences for which the resource may hold special appeal and specific topic or problem areas about which the video may prove insightful. Videos in the bibliography were produced between 1984 and 1992, although not all videos indicate when they were produced. (RS)

Responding to the expressed need of classroom teachers and teacher educators for a listing of available video resources which can be used for preservice and inservice education for literacy providers, this annotated bibliography identifies video resources which most fully capitalize on the potential of the medium by portraying literacy teachers and learners in action. The bibliography constitutes a preliminary response and should in no way be considered a comprehensive review of teacher-related videos. It begins by presenting annotations of six individual videotapes from a package entitled "Teaching Reading: Strategies from Successful Classrooms" (1991). This is followed by a separate tape and two more packages containing 16 individual videos between them. The list concludes with two tapes which, while not strictly classifiable under the topic of literacy learning, deal with some of the most urgent issues surrounding language differences in America today. Other videos in the annotated bibliography address such topics as reading instruction, emergent literacy, the process approach to writing, English as a Second Language, and writing instruction Videos in the bibliography were produced between 1984 and 1991. (RS)

The aim of this annotated bibliography is to illustrate the range and type of materials available for marketing management, a tool that can help library managers determine client needs and provide feedback on library services and products. The bibliography includes 67 monographs, serials, and audiovisuals selected for information professionals who want to apply the approach in their institutions but have little or no formal training in marketing. Materials selected have been printed after 1980, and those that are neither easily available nor library-specific have been excluded. Materials are arranged under the following headings: (1) key non-library readings; (2) New Zealand libraries: marketing and promotion; (3) marketing management; (4) marketing and planning; and (5) publicity and promotion. The publication also includes author and title indexes. (KRN)

This annotated bibliography lists various guides, bibliographies, papers, reports, books, articles, and other literature dealing with topics related to older Asian Americans. (EB)

The 82 annotations in this bibliography describe papers and articles that relate technical writing to industry and the real world as well as to the liberal arts and the academic world. The citations are arranged into the following eight categories: (1) studies showing needs and demands in the real world; (2) studies of present practice as definitive; (3) descriptions of inhouse courses, team-taught courses, or case-method courses; (4) articles claiming that teachers of technical writing need experience in industry; (5) studies of professional writing to discover process, context, or deficiencies; (6) applications of theory to technical writing; (7) articles making connections with liberal arts or history; and (8) arguments that English teachers can make good technical writing teachers. (HOD)

This bibliography identifies eighty-eight documents, books, and papers deemed of interest to those engaged or interested in participatory research. Emphasis is placed on original papers by persons who are engaged in a participatory research process in order to facilitate communication among practitioners. Entries include bibliographic information and a brief annotation; availability is indicated whenever possible. Addresses for some of the source publications and for regional coordinators of the International Council for Adult Education's Participatory Research Project are listed. References are organized into six sections: general, Africa, Asia-South Pacific, Europe, Latin America, and North America. Two journals which regularly publish material on participatory research are also listed. (YLB)

This bibliography lists and annotates almost 400 information reports, opinion papers, and summary papers dealing with freedom of information. Topics covered include the nature of press freedom and increased press efforts toward more open access to information; the press situation in many foreign countries, including France, Sweden, Communist China, India, Kenya, Cuba, Vietnam, and South Africa; the student press; the governmental "executive privilege" to withhold information; the role of the government publicist; the relationships of former presidents with the press; the accuracy of polling devices and the effect of their findings on the voting public; television coverage of political campaigns; criticisms of broadcast news; regulations of sex, violence, and children's programming on television; subscription television; film and book censorship; pressures on librarians; the press and the courts; Supreme Court decisions regarding obscenity; the influence of ethical and social responsibilities on advertising and selling practices; the economic effects of advertising; and the fluctuating fortunes of mass circulation magazines. (GW)

As a supplement to "Composition, Word Processing, and the Learning Disabled College Writer: An Annotated Bibliography," this bibliography contains annotations of selected recent articles that discuss how learning disabled writers in college are affected by microcomputer applications in word processing. Additional supplements to the original bibliography will be published as working papers of the Learning Disabled College Writers Project in January and August of 1987 and 1988. Materials cited number nearly 40 items, including conference papers, selections from essay collections, and articles from scholarly journals in the computer, composition, and general education fields. (SRT)

This selected annotated bibliography of research-related papers and reports covers major research activities in connection with the development of "Sesame Street" and "The Electric Company", the two experimental educational series produced by the Children's Television Workshop. These writings date back to the origins of CTW in 1968 and have been contributed by members of the CTW research and production staffs as well as by outside experts and institutions. References include formative and summative research studies for both series, research on the international versions of "Sesame Street", and other theoretical and scholarly discussions of research topics within the scope of media and children. (Author/SB)

Abstracts of 28 articles, collected by the Suburban Press Research Center, are provided in this paper. The articles discuss various aspects of the suburban press: pretrial coverage; news coverage for adolescents, the family, and the aged; editorials; education news; business news; crime coverage; consumer information; the formation of policies concerning racial issues; sports coverage; and so on. (KS)

Abstracts of 13 research investigations, speeches, and bibliographic resources, collected by the Suburban Press Research Center, are provided in this paper. Topics of discussion include the following aspects of the suburban press: pretrial coverage, characteristics of communities served by suburban newspapers, science news coverage, the role of information in metropolitan and suburban decision making concerning public services, resources valuable to the study of the suburban press, overlapping jurisdiction in suburban reporting, picture editing, human relations news, reporting about the pollution problem, school news in the community newspaper, the communication barrier between cities and suburbs, family liberation as it relates to the news, and the trend toward suburban self-sufficiency. (KS)

Presented is a partially annotated bibliography of documents developed during the decade 1964 to 1974 in the field of preparation of personnel to serve the handicapped, including citations that apply to physical and/or mental handicaps but not social handicaps. Sections cover four main topics (subtopics in parentheses): (1) pupil outcomes (overviews and categorical orientations--blind, brain damaged, deaf, emotionally disturbed, mentally retarded, speech disorders, and learning disabilities), (2) personnel selection (overviews; attitudes, characteristics, and competencies; and categorical orientations), (3) personnel training (special education teacher preparation; related professions; inservice training; instructional materials; guidebooks and texts; and selected papers from conventions, conferences, and workshops), and (4) personnel utilization (needs, administration, evaluation, and role evaluation; program related concerns; content concerns; and settings). Two addenda cover the Smithsonian Science Information Exchange, Inc. and additional references. (IM)

The annotated bibliography primarily covers the current status of American Indian education in the United States (and Canada). No attempt was made to include all existing literature on the subject. Most of the 176 citations were taken from professional journals, papers delivered in professional meetings, and government reports. The articles, dating from 1968 to 1973, are arranged alphabetically by author and topic. Subject areas are: adult education, attitudes, community, culture, curriculum, education, guidance and counseling, history, language, reading, and other resources. The two themes that continually appear throughout the literature are: (1) although the government has spent vast sums of money on education for Indians, the results are extremely disappointing; and (2) the Indian is no longer content to let the dominant society dictate his lifestyle, and he is becoming increasingly more vocal and active in controlling his own educational progress. (KM)

This report is one of five submitted as products of a "Study Designed to Assist Planning of Research on Significant Instructional Features in Bilingual Education Programs." The reports are intended to assist the National Institute of Education in its plans for a major new research study in bilingual education. The present volume is an annotated bibliography of papers, articles, pamphlets, and books that deal with instructional features of bilingual education. The materials are organized by a classification system of features based on a content analysis of the sources surveyed. The over 600 entries are representative of work done in the decade of the 70s. The listings demonstrate that, while many instructional features are discussed, there is little or no empirically based research on their specific consequences for children. (Author/JB)

Provided is an annotated bibliography of a collection of approximately 150 key papers and proceedings developed for special seminars, meetings and conferences held throughout the country between 1974 and 1980 under the aegis of the Inservice Education Program (IEP) on postsecondary education. Entries are grouped under the topics of quality, finance and budget, nontraditional and lifelong learning, authorization and oversight, state agency relationships to public and independent institutions, state agency and government relations, conditions and problems for the '80's, other state agency matters including state planning and program evaluation and audit, and minorities in postsecondary education (Bakke and Beyond). At the end of each section a cross reference indicates some entries presented under another topic that contain related discussion. For each topic, entries are arranged alphabetically according to author. In addition to the author and title of the document, each entry gives the sponsoring organization other than IEP and the State Higher Education Executive Officers (SHEEO), the date of presentation, IEP and ERIC (Educational Resources Information Center) numbers, and the annotation or quotation itself. An index of authors indicates tha page number for the author's entry. (LC)

This is an annotated bibliography of recent articles, books, and scholarly papers on Asian and Pacific American children and families. Works are divided by topical area, with a primary focus on literature related to the education of Asian/Pacific American children. There are four main topical divisions: (1) education; (2) family; (3) mental health; and (4) social issues. Under the category of education, subtopics include achievement, bilingual education and English as a second language, the classroom, materials, research, and school programs. Topics listed under family include the elderly, parent-child interactions, and socialization and acculturation. The section on mental health lists works on attitudes, cognitive development, communication, mental health issues, and personality. The final section on social issues is divided into works on communities, demography, the media, social economic studies, Vietnamese refugees, women, and youth. (APM)

This guide describes reference materials concerning Alaska natives available in the Rasmuson Library at the University of Alaska at Fairbanks. It covers separately published reference sources. The guide includes: significant bibliographies; guides to sources; indexes; dictionaries; almanacs; directories; guides to manuscripts and photographs; and a few texts, reviews, and position papers. Each individual item cited includes: a complete bibliographic citation, consisting of an assigned entry or item number; author (or editor) and title; place of publication; publisher; date of publication; number of pages; and brief annotation. Location codes or call numbers are listed for copies located in the Rasmuson Library collections. The introduction discusses search methods and strategies, using the microfiche and card catalogs, and related Library of Congress subject headings. Sources are categorized as: general bibliographical and reference sources; specific native groups; natives and the land; natives and the law; social relations; anthropology, ethnology, and archeology; historical, biographical, and archival sources; native language sources; native literature and art; nonprint materials; education and career materials; periodical sources; almanacs and statistical sources; and directories. This annotated bibliography contains 116 references and an index. (DHP)

This annotated bibliography describes the subject matter covered in significant journal articles, books, reports, and doctoral dissertations addressing the use of field experience in the training of educational leaders. The 165 items included are categorized in five sections, each with its own introduction. The first section reviews 62 journal articles related to the preparation of educational administrators, and especially to the use of internships or preservice practicums in such preparation. Significant sources from the 1950's are included along with more recent materials. The second section cites 23 journal articles that focus on the use of practicums in professional fields other than education. Books and book chapters dealing with preservice programs for administrators make up the next section's 43 references. The fourth segment lists 17 technical reports and other papers related to the use of field experience in the preparation of educational administrators. The fifth section identifies 20 doctoral dissertations from the last 2 decades related to the use of field-based training activities for preparing educational administrators. These dissertations provide significant coverage of recent original research in the field. (PGD)

This National Humanities Faculty working paper is a highly selective collection of readings and references drawn up as a guide for humanities teachers. The list, which is not definitive, is divided into three sections: Indexes, Periodicals, and Faculty Suggestions. The first two sections are annotated. Periodicals are divided into subsections by subjects, such as administration and drama. The third section, Faculty Suggestions, includes fairly recent works in criticism, history, commentary, and ideas for humanities teachers to mull over. (Author/JH)

This annotated bibliography is dedicated to rural women workers and their roles during the 20th century (1875-1971). It is concerned with materials which consider both the questions of rural manpower and rural womanpower. There are a variety of source materials (books, articles, research papers, etc.) and some 338 entries. Divided into six sections, the categories are defined as follows: (1) Investment in Human Resources (preparation for work) including Migration and Mobility and Education, Counseling, Training, and Labor Market Information; (2) Labor Force Participation (work itself) including Quantitative Reasons for Working, Quantitative Unemployment, Quantitative Part-time and Full-time Employment, Qualitative Farm, Qualitative Nonfarm, and Qualitative Household; (3) Problem Areas including Problems of Working in Farm Management, Problems and Issues at Work, and Problems of Working: Day Care; (4) Organizations including Work-Unions, Farm, Social, and Civic, and Women's Liberation; (5) General Aspects including Fertility, Population, Demography, and Trends; Rural Development and Economic Change; Rural Life--Miscellaneous; and (6) International Trends (a sampling of the exhaustive material available on international women). There are no cross references. (JC)

Fifty theses and dissertations which have relevance to various areas of rural manpower policy and were completed at Michigan State University between 1960 and 1973 are cited in this annotated bibliography. Topics covered are health, education, training, work activity, and trends in rural population, development, and life. Categories are: (1) Investment in Human Resources: Health, Education, and Training; (2) Social Welfare and Manpower Policy; (3) Labor Force Activity; (4) Migration and Migratory Labor; (5) Mobility; (6) Organizational Activity: Collective Bargaining; (7) Organizational Activity: Farm, Social, and Civic; (8) Fertility, Population, Demography, and Trends; and (9) Rural Development and Rural Life. Cross-classifications are not used. (NQ)

This bibliography provides background material on two general issues of how physicians are distributed geographically and how physicians choose a practice location. The report is divided into five major categories of information: overview summary of annotated articles, reference key to location decision factors, reference key to public policy alternatives, annotated articles, and a complete reference list of annotated and nonannotated materials. (MJM)

Designed to introduce the reader to the main works in normal (nondeviant) child phonology available in English, this annotated bibliography includes 2 general readers on child language and 27 books and articles with primary emphasis on phonology. The annotations, intended to be primarily descriptive, summarize: the design of each study; its theoretical approach, where relevant; the nature of the data; and some of the results or conclusions. Items numbered 3, 6, 9, 21, 23, 26, and 28 represent major current theories on the acquisition of phonology. Articles that deal explicitly with aspects of general theory are 13, 15, 16, 17, 18, 19, and 22. Number 4, 7, and 27 are among the classic works reporting primary data; others are 5, 10, 11, and 25. Experimental data on particular aspects of phonological acquisition are found in 8, 12, 14, 20, 24, and 29. (Author)

This annotated bibliography, which has been entered into the SOLAR Bibliography File, focuses on the phonetics and phonology of tone, including studies on the physiology of phonation and pitch control, pitch perception, inherent pitch of vowels, the interaction of tone with musical melody in tone languages, and other related issues. An attempt has been made to cover all the major contributions to such subjects as the phonological representation of tone, the nature of downdrift, the interaction of pitch and consonant types, and to include many phonological descriptions of tone or "pitch accent" systems. The main entries, totaling 550, are listed in alphabetical sequence by author. In addition to the bibliographic citation, a list of keywords is provided for each entry. Abstracts are given for virtually all entries. An index is provided from an alphabetical listing of all the keywords, the language names and families, and the geographical areas of languages referred to in the entries. (KM)

This study is an extensive bibliography of government-published maps relating to China that have been produced by the United States, Japan, China, Great Britain, Germany, France, and the Union of Soviet Socialist Republics. Several introductory, narrative chapters discuss the development of modern mapping in China and various mapping activities of the six other countries. The major portion of the document is an annotated listing of map selections from the 20th century. Arrangement is by country. Within each country's section, the map entries are listed alphabetically by agencies and then according to scale. Each map listing includes such information as reliefs, boundaries, hydrography, transportation, cities and towns, and vegetation. Size, number of pages, translation, and general coverage are also included in the general annotations where appropriate. Several appendices conclude the document. (Author/JR)

Selected contemporary Japanese novels translated into English are compiled in this bibliography as a guide for teachers interested in the possibilities offered by Japanese fiction. The bibliography acquaints teachers with available Japanese fiction that can be incorporated into social sciences or humanities courses to introduce Japan to students or to provide a comparative perspective. The selection, beginning with the first modern novel "Ukigumo," 1887-89, is limited to accessible full-length novels with post-1945 translations, excluding short stories and fugitive works. The entries are arranged alphabetically by author, with his literary awards given first followed by an alphabetical listing of English titles of his works. The entry information for each title includes the romanized Japanese title and original publication date, publications of the work, a short abstract, and major reviews. Included in the prefatory section are an overview of the milieu from which Japanese fiction has emerged; the scope of the contemporary period; and guides to new publications, abstracts, reviews, and criticisms and literary essays. (Author/ND)

This bibliographic essay of books, articles, and audiovisual aids on China is designed to help teachers and community educators identify new materials for use in planning classroom units and community education programs, and to present some emerging themes in America's new relationship with China around which discussions could be organized. The listings are arranged into six parts: (1) accounts by recent visitors to China, (2) general books about China and U.S.-China relations, (3) major areas of professional interest in China, (4) important issues in Sino-American relations, (5) Chinese periodicals and Chinese perspectives, and (6) resources for teachers. Most of the materials included in this annotated bibliography date from 1971-74. Each bibliographic selection includes the complete title, publisher, number of pages, price, and a short annotation. The unit on resources for teachers suggests resource and curriculum guides, periodicals and newspapers, starter kits, maps, and audiovisual materials appropriate for the secondary classroom. Exceptionally useful and highly recommended works are starred. (Author/JR)

This annotated bibliography is an effort to provide educators and researchers with a comprehensive listing of current resources, information, and research concerning peer and cross age academic tutoring by students, together with a selection of references on related topics of cross age interactions, tutoring in general, and the use of paraprofessionals in educational and therapeutic situations. The references cited were selected from a search of educational and psychological literature from 1960 to 1973 and are categorized according to the nature of the activities discussed and the nature of the individuals involved. Included are descriptions of both informal tutoring programs in individual classrooms around the country and organized, systematic programs developed and formally evaluated by educators. The bibliography contains a number of controlled experiments and doctoral theses investigating the effectiveness of tutoring by children and adults and the significance of factors such as race, age, and sex differences in tutoring combinations. Also listed are several tutoring "packages" published commercially and available for purchase by school systems. A number of items cited in this bibliography are unpublished materials listed in the Educational Resources Information Center (ERIC). The ERIC file numbers for these documents are included in the citations. Also cited are doctoral dissertations which are available through University Microfilms along with their listings in "Dissertation Abstracts International." (Author/BD)

The 303 items in the annotated bibliography are arrayed under four headings: (1) general literature--economic issues, (2) general literature--nonformal education, (3) economics of nonformal education (including cost-benefit analysis, investment and return in human capital, and economics of on-the-job training and retraining), and (4) planning and development. The author states that much of the literature is scanty, not sharply focused, and bears on nonformal education only indirectly or by inference; many of the entries deal with the larger topic of the economics of education, but by inference or accident have some particular relevance to nonformal education. (Author/PR)

This selected, annotated bibliography for the Audio-Visual Media Research Group of the Open University includes sections on (1) general bibliographies and literature reviews, (2) experimental studies, (3) BBC audience research reports, (4) miscellaneous items, (5) radio in less developed countries, and (6) Audio-Visual Media Research Group Reports. The project was begun with a computer search of the ERIC files to provide a source of background information for members of the research group who are involved in a study of the use of radio programming and audio-cassettes in Open University courses. (CHC)

Defining early reading as reading that occurs prior to the time that a child begins formal schooling, this annotated bibliography contains references on the topic from a variety of sources that include journals, books, conference proceedings, ERIC documents, dissertations, and theses and that represent the research in a number of countries. The entries cover a wide range of subjects related to early reading, such as the bilingual child, cognitive development in early readers, early reading instruction, responsive environments for young children, teaching reading by machines, the role of parents in early reading, the effects of early reading on reading achievement, and positive and negative arguments regarding the value of early reading instruction. (MAI)

This annotated bibliography contains lists of curriculum materials, teachers' commentaries, articles, and books about adult and childrens' learning that have been written by participants in the network of American teacher centers. Citations are presented of writings in the following areas: (1) curriculum; (2) language arts; (3) mathematics instruction; (4) arts and crafts; (5) science instruction; (6) social studies; (7) learning processes; and (8) teacher centers. (JD)

This critical annotated bibliography cites literature intended to help American children acquire an accurate image and understanding of Japan and Japanese culture. Of the approximately 300 items reviewed, over 150 have been included. The author selected for inclusion both good and bad publications to give teachers an idea of what to look for in choosing and evaluating books about Japan. Each book is evaluated in terms of content and accuracy in portraying Japan. Grade levels are indicated. The bibliography is divided into sections on art, music, fiction, folklore and legend, poetry, and social studies. Reference materials for further research are cited. The 50 most recommended titles are listed. A title index is included. (Author/RM)

This annotated bibliography and literature review aims at acquainting the reader with the knowledge base that presently exists in various literature sources on runaways. Although available knowledge from the literature is limited in reference to certain policy questions, the bibliography/overview does serve as an important beginning point for future inquiry about runaways. This effort is an attempt to determine the underlying causes, measures for prevention, methods of coping and rehabilitation. The 156 entries one grouped into sections, and include books, journals (English and Foreign language), government documents, dissertations, magazine and newspaper articles. (VG)

To help reduce the needs of educational administrators, policy analysts, and evaluators for original research, this bibliography identifies 65 public data resources that provide current and historical information relevant to educational policy issues. For 15 primary sources the document provides the title, full bibliographic reference, and an annotation giving the source's basic contents, organization, and special features. The primary sources include the "Statistical Abstract of the United States,""Digest of Educational Statistics,""The Condition of Education,""Projections of Educational Statistics,""Census User's Guide,""Compendium of HEW Evaluation Studies,""Federal Program Evaluations,""The Policy Analysis Source Book for Social Programs,""Annual Evaluation Report on Programs Administered by the U.S. Office of Education,""Statistics of Local Public School Systems, Finance,""Statistics of State School Systems,""Standard Education Almanac,""Historical Statistics of the United States,""Biennial Survey of Education in the United States," and "Report of the U.S. Commissioner of Education." Another 50 sources are listed by title and bibliographic reference only. (RW)

The purpose of this bibliography is to help researchers and practitioners in higher education to locate relevant literature concerning the problem of linking planning with budgeting in the administration of higher education. Citations from the separate literature on planning and budgeting were selected according to how well they demonstrate the link between planning and budgeting. A total of 57 citations are provided, most dated in the 1980s, with a brief summary of the content given for each. (Author/KM)

This 578-entry annotated bibliography is intended for use by people who work with Cambodian refugees in the United States, as well as anyone interested in Cambodian history, politics, and culture. It consists primarily of books and journal articles on Cambodia and Cambodians available in the University of Minnesota library system or that are part of the Southeast Asian Refugees Studies (SARS) Project collection. The largest number of entries pertain to the recent history of Cambodia. Included are materials representing a wide range of political viewpoints, and when possible have indicated political bias in the annotations. Some annotations also include references to other works that dispute or criticize the work cited. Broad subject categories are the following: (1) General Works on Cambodia; (2) Ethnography; (3) Antiquities; (4) Other Arts and Culture; (5) Cambodian Literature and Literature about Cambodia; (6) Language and Dictionaries; (7) History--General; (8) History before 1954; (9) History 1954-1970; (10) History 1970 to Present--General; (11) Refugees in Thailand; (12) Cambodians in Countries of Resettlement; and (13) Bibliographies. A limited subject keyword index, and an author index are also included. (FMW)

The Hmong are a preliterate Southeast Asian tribe in the remote highlands of Vietnam, Thailand, and Laos. During the 1960s and 1970s, the Central Intelligence Agency (CIA) recruited many Hmong to fight rebel forces in Indochina. Losing to the Pathet Lao in 1975, the Hmong were forced to flee Communist-controlled Laos. The United States accepted more than 60,000 Hmong refugees between 1975 and 1986. As of April 1985, 34,700 Hmong, including their American-born children, live in California. This 318-item annotated bibliography is a compilation of printed and audiovisual materials on the Hmong published or produced between 1983 and mid-1987. The main focus is Hmong resettlement in the United States, but material has been included on the Hmong in Southeast Asia and China. The principal language focus is English, but English-Hmong bilingual material is included. Topical divisions are the following: (1) Bibliographies; (2) Ethnography; (3) Linguistics; (4) Refugees/Resettlement Issues; (5) Physical and Mental Health; (6) Bilingual Materials; (7) Audiovisual Materials; and (8) Sources (a list of addresses of organizations that produce materials on Hmong/Southeast Asians, or that engage in refugee advocacy). An index of authors is provided. (FMW)

Nearly 200 bibliographic resources on Asian and Pacific Americans (APA) groups that discuss historical, social science, and creative literature topics are included. The titles listed are either annotated bibliographies or literature reviews which are arranged by APA groups except for an initial general APA section and concluding sections on special topics and general resources on racial and ethnic groups. The APA groups included are Chinese, Indochinese, Koreans, Pacific Islanders, and Filipinos. This compilation of bibliographic resources is intended to be comprehensive rather than selective. The document concludes with footnotes that provide information about obtaining resources and Asian American collections. (RSL)

Within the US Department of Education's new flexibility initiative, there are three key principles, each with areas of focus. The third of these is that State Education Agencies (SEAs) must develop and implement systems of determining and supporting effective instruction and leadership within schools. This brief looks at websites, documents, and resources produced by nationally-known organizations, federally-funded centers, research centers, and similar entities to identify resources that focus on supporting effective instruction and leadership for English Learners [ELs]. There were four specific focus areas identified for inclusion: how English learner [EL] growth (language, content, or both) is considered in teacher evaluations, the evaluation of EL specialists (e.g. ESL teachers), the evaluation of content area teachers who have ELs in their classes, and the differences in teacher evaluations between elementary and secondary teachers, who teach ELs. This document provides an annotated bibliography for the resources that focused on ELs. For each resource, there is a full citation, a URL, and an annotated bibliography; if there are specific pages in which ELs are discussed, those page numbers are noted. Links to electronic copies of documents are provided when available. (For "Flexibility Principle 1: College- and Career-Ready Expectations for All Students," see ED564258. For "Flexibility Principle 2: State-Developed Differentiated Recognition, Accountability, and Support," see ED564256.]

This annotated bibliography describes 42 documents dealing with work force and workplace literacy. Annotations are provided for 17 how-to guides and assessment tools, 19 policy reports and research papers, and 6 surveys. The following are among the topics covered in the individual documents described: job-related literacy training, basic skills in the workplace, worker-centered learning, employer-provider training partnerships, the Comprehensive Adult Student Assessment System (CASAS), workplace literacy program development, global challenges and work force retraining, functional context education, evaluation of program effectiveness, the work force of the 21st century, competition in the new international economy, the school-to-work transition, the federal role in adult literacy, training for increased productivity, the new economy, provision of basic skills training for new employees, the literacy needs of job seekers, youth employment training programs, trends affecting manufacturers, and human resource trends. Each annotation includes a document summary, bibliographic data, an ordering address, and price information. (MN)