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This updated 2022 annotated bibliography reviews nine postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. A number of the publications report how they adapted their programs due to COVID-19 restrictions and online delivery platforms. They have been so satisfied with that move, they are now providing their services both face-to-face and online. Technology use was more often reported in these publications. URLs are provided for approximately half of the publications so that they can be downloaded. Nearly twenty-five percent of the entries in this bibliography are from authors and researchers outside of the United States. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,987 citations (a growth of 347 over the last edition) emerged concerning nine programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs, USC model), "Emerging Peer Educator", "Emerging Scholars Program" (ESP, UC Berkeley; Treisman model), Learning Assistant" (CU Boulder model), "Peer Assisted Learning" (PAL, UMN model), "Peer-Led Team Learning" (PLTL, CUNY model), "Structured Learning Assistance" (SLA, FSU model), "Supplemental Instruction-PASS" (SI, UMKC model), and "Video-based Supplemental Instruction" (VSI, UMKC model). This is the first year for the inclusion of the Emerging Peer Educator and Learning Assistant models in this bibliography. Guidance is provided to implement best practices of peer learning programs that improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leader identity emergence, leadership, public speaking, interpersonal communication, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. This annotated bibliography is a revised and expanded version. [For the 2021 edition, see ED618445.]

This supplement to the Project Information Literacy 2020 series, "COVID-19: The First 100 Days of U.S. News Coverage" is a select list of resources about COVID-19 misinformation to support learning about information and news literacy. Categories include: (1) Resources for building activities; (2) Readings; (3) Podcasts; (4) Videos; (5) Resources related to photos, charts, and graphs; and (6) Background resources. [For the first report of the series, "The Shape of the Coronavirus News Story. COVID-19: The First 100 Days of U.S. News Coverage," see ED613497. For the second report of the series, "Visual Messaging of the Coronavirus News Story. COVID-19: The First 100 Days of U.S. News Coverage," see ED613518.]

The connection between housing, education, and transportation policy is linked to pursuing residential and school integration. Research gathered by the Poverty and Race Research Action Council for Intercultural Development Research Association (IDRA) provides a historical analysis of equity disparities in policy and discussion of present strategies to coordinate housing, education, and transportation policy in support of school integration. This bibliography documents research related to sociology, economics, planning, history, and policy research. [For the accompanying literature review, see ED629235. For "School Integration Best Practices -- Housing-School-Transportation Policy Collaboration. Summary of IDRA EAC-South Literature Review," see ED629237.]

This document covers the data terms used in publications sourced from the National VET Provider Collection and their associated data tables. The primary purpose of this document is to assist users of the publication to understand the specific data terms used within them. Terms that appear in the publications and data items are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: where applicable, defined categories that apply to each term are listed; and (3) Source: a description of the source of this information, including details of any calculations or derivations. Appended are: (1) Training Packages Grouped by Industry Skills Councils; and (2) Qualification Equivalents Notional Values.

Since its inception in 2002, the National Center for Education Research (NCER) in the Institute of Education Sciences (IES) has funded over 700 education research grants and over 60 education training grants. The research grants have supported exploratory research to build theory or generate hypotheses on factors that may affect educational outcomes, development and innovation research to create or refine academic interventions, evaluation studies to test the efficacy and effectiveness of interventions, and measurement work to help develop more accurate and valid assessments, and the training grants have helped prepare the next generation of education researchers. NCER's education research grantees have focused on the needs of a wide range of students, from pre-kindergarten through postsecondary and adult education, and have tackled a variety of topic areas. The portfolio of research includes cognition, social and behavioral research, math, science, reading, writing, school systems and policies, teacher quality, statistical and research methods, just to name a few. Each year, our grantees are contributing to the wealth of knowledge across disciplines. Presented herein is a listing of the publications that these grants have contributed along with a full listing of all the projects funded through NCER's education research grant programs from 2002 to 2013. The publications are presented according to the topic area and arranged by the year that the grant was awarded. Where applicable, related grant projects and project websites are noted and links to publications that are listed in the IES ERIC database are provided. For grants that do not yet have associated publications in press or published, the word "Publications" is used as a placeholder to denote where future publications will occur during updates to this document.

This catalog lists research reports, research notes, and other publications available from the College Board's website. The catalog briefly describes research publications available free of charge. Introduced in 1981, the Research Report series includes studies and reviews in areas such as college admission, special populations, subgroup differences, postsecondary readiness and success, and learning and cognition. Extensive research on specific College Board programs such as the SAT, the Advanced Placement Program, PSAT/NMSQT, and ACCUPLACER is provided. Many historical reports, statistical reports, data tables, and policy reports are also available. A subject index, author index, and title index are also provided.

Since 2002, the Institute of Education Sciences (IES) has funded more than 400 research grants through the National Center for Education Research. This document lists the publications that have resulted from these projects. Publications from IES grantees include articles intended for scientific audiences, as well as articles written for general audiences. The topics span the range from basic translational research to the evaluation of state education policies. As the publishing process is dynamic, and new articles are appearing regularly, IES plans to update this list at regular intervals. Contents contain publications in: (1) Cognition and Student Learning; (2) Education Leadership; (3) Education Policy, Finance, and Systems; (4) Education Technology; (5) Mathematics and Science Education; (6) National Research and Development Centers; (7) Preschool Curriculum Evaluation Research; (8) Reading and Writing; (9) Social and Character Development; (10) Teacher Quality-- Mathematics and Science; (11) Teacher Quality--Reading and Writing; and (12) Unsolicited and Other Awards.

This resource list was developed as part of the Emerging Scholars in K-12 Service-Learning Research Seminar, held at the University of Maryland on June 14-16, 2007 and hosted by The Center for Information & Research on Civic Learning & Engagement (CIRCLE), University of Maryland; the Center for Youth and Communities, Brandeis University; and the International Center for Research on Civic Engagement and Service-Learning (ICR-CESL), University of California-Berkeley. The Emerging Scholars in K-12 Service-Learning Research Seminar was sponsored by the Service-Learning Leaders Circle/National Service-Learning Partnership through funds generously provided by the W.K. Kellogg Foundation. This resource list initially included suggestions from the 15 prominent researchers and 10 emerging scholars participating in the Seminar. Building on that list, I reviewed over 500 articles for service-learning content resulting in this current list of 93 potential research publishing opportunities. The Ulrich database and various web searches provided detailed information on each of the publications. In addition, the journals and periodicals listed on the National Service-Learning Clearinghouse website have been incorporated into this document.

This bibliography of 38 items is intended to help teachers and others find information that can guide them in making appropriate changes in the classroom based on the needs of individual students with disabilities. All of the books, articles, and videos listed contain suggestions and techniques that can help teachers and, ultimately, students. A description of each resource is included so that educators can select the ones that are most relevant to their needs and the needs of their students. Resources address curriculum modification, teaching methods in inclusive schools, assistive technology, grading, writing instruction, paraeducators, diagnostic testing, science instruction, and reading instruction. Contact information for book publishers is provided at the end of the document so that educators can easily obtain those resources of interest to them. (CR)

The organizations listed in this reference circular provide a variety of direct services to persons who are blind and visually impaired, including advocacy and advisory services, information and referral, counseling and employment programs, assistive devices, and publications in special format. Many of the organizations also offer guidance to families of persons with visual impairments and training for professionals, and many publish journals, brochures, newsletters, and catalogs. The major publications are specified. The first section lists national organizations alphabetically with an annotation that describes the services provided. The second section lists organizations on specific eye diseases and eye injuries, and the third section lists international organizations. The fourth section includes publications that list the names of organizations that serve persons in the United States and other countries who are blind or visually impaired, organizations with tactile map collections, producers and distributors of braille and large-print reading materials and assistive devices for reading, and Web sites with links to online resources. The last section lists state agencies that administer public programs in special education and rehabilitation services. (AEF)

This document is a directory of magazines in special media. It consists of two main parts: (1) an alphabetical listing of magazines produced by the National Library Service for the Blind and Physically Handicapped (NLS); and (2) an alphabetical listing of magazines available from other sources. Appended to the second part are addresses of sources other than NLS cooperating libraries. Title, subject, and media indexes are included, with media indexes divided into the following categories: Braille; Cassette; Computer Diskette; Disc; Electronic Access; Electronic Braille; Large Print; and Moon Type. Includes an order form. (AEF)

This directory is designed to help users identify information centers in education and related fields that can provide up-to-date information. It includes both federally and privately funded organizations that provide services and products such as: reference and referral; online searches; publications; information dissemination; technical assistance; outreach; information syntheses; and audiovisual materials. Arranged alphabetically, the directory lists more than 685 organizations that provide information relevant to education. Each entry includes, when possible, the organization's director, a brief description, audiences, services, types of publications, hours of operation, and contact information (including toll-free number, phone, TTY, Fax number, e-mail, and URL). A sequential identification number precedes each entry and is used for reference in the Subject and Geographic indexes. (AEF)

This paper presents several samples from a Thesaurus of educational technology (ET) terms that is based on the analysis of recent publications (journal articles, conference papers, and books), various related texts, and Internet databases. The Thesaurus pulls together all the knowledge acquired in the development of ET from 1990 through 1999, to update the existing inventory of terms in this field and to make up as complete a list as possible of the current terms describing all the areas of ET, to single out separate areas of ET and to structure it as a special field, to differentiate between separate phenomena and specify the meaning of existing terms. The Thesaurus describes each term in its various collocations (word combinations) with other words. Terms are arranged in"articles" in alphabetical and topical (subject area) orders. (AEF)

This directory provides information on tribes, organizations, public agencies, schools, and centers offering a variety of services of interest to American Indians in Oregon. Introductory sections discuss tribal sovereignty and the federal trust relationship; define Indian ancestry and eligibility for tribal benefits; list Oregon statutes relating to American Indians, federally recognized tribes in Oregon, and American Indian population by county; outline categories of Oregon's Indian population; describe intertribal organizations; and present a 1996 executive order from the governor concerning state-tribal relations. Sections on each of four geographic regions in Oregon provide contact information and brief descriptions for tribes, federal agencies, alcohol education centers, Indian organizations, schools, youth programs, health services, programs and services for college students, legal services, rehabilitation services, educational organizations, Title IX projects, Johnson O'Malley programs, and publications by and for American Indians. Final sections list contact information for individuals in Oregon's Congressional delegation and state government, as well as for state and regional offices of federal agencies, state agencies, state publications related to American Indians, Indian commissions in other states, lists of national and regional Indian organizations, and national Indian publications. (Contains an index.) (SV)

This publication presents information compiled from early childhood projects funded by the Office of Special Education Programs on resources that support the inclusion of children with special needs and their families in regular educational or community environments. These 113 resources can be used for a variety of purposes, including inservice education and public awareness, and by early childhood educators and faculty at institutions of higher education, day care providers, policymakers, administrators, trainers, specialized service providers, health care providers, other community service providers, and families. Each resource includes a brief description and order information. The guide lists the resources alphabetically by title; identifies the format of each resource as either print, video, or other; and categorizes each item as a resource for training, classroom curriculum, policy/administration, and/or general information. Each resource also is indexed by the name of the project or agency that developed it, with the individual author's name (when available) cross-referenced within the index. A resource submission form is provided. (CR)

This publication combines a 160-item bibliography of Canadian-published articles on higher education and a "Canadian Journal of Higher Education" research article index for 1971-1999. The index is arranged alphabetically by major area as follows: adult and continuing education; community colleges (college-university relationships, history and development, organization and governance, programs, staff, students); curriculum (arts and sciences, evaluation and development, interdisciplinary, language and literacy, prison-based programs, professional education, skill development); distance education; economics; employment; equity, financing (institutional, provincial, public policy, students); government; graduate studies; history, public policy, and the Canadian system; international; management and leadership (academic governance and decision-making, deans, department heads, evaluation and reviews, professional development of administrators, staffing); multiculturalism and cultural diversity; planning and futures (goals/goal setting, institutional planning, program evaluation, statistics and data, system planning); policing; professional education; professorate (characteristics and profiles/employment, collective bargaining/faculty unionization, part-time faculty and teaching assistants, role and functions/professional life, staff development); psychology; research (private sector collaboration, public policy, research administration and development, research grants); scholarly publishing; sociology; students (access and participation, gender, grading and evaluation, graduates, immigrant and minority students, part-time students, retention and attrition, rights and equity, student attitudes and behavior, the undergraduate experience, transition to work); teaching and learning (andragogy, instructional development, instructor and course evaluation, library use, prior learning assessment and recognition, self-directed study, student development and attainment, student evaluation and examinations, teaching and learning technologies, teaching and research, teaching assistants, the management of teaching). (CH)

This annual report presents an annotated bibliography of the research reported from the Department of Education and Psychology, Linkoping University (Sweden) during 1997. The bibliography describes 21 research projects led by Education staff, 44 publications written by Education staff, 13 projects led by Psychology staff, and 64 publications written by Psychology staff. Publications listed include journal articles, book chapters, and conference presentations. Topics covered in the research and publications include ethics, human resources development, adult education, knowledge utilization, organizational change, physiotherapy education, problem-based learning, group processes, hearing impairments, adolescent identity development, reading problems, classroom management, and effects of psychotherapy. A brief history of the university and a contributor index are also included. (DLS)

This compendium of more than 80 clearinghouses, libraries, research centers, youth development organizations, and publishers is intended as a resource for professionals, volunteers, funders, grant writers, researchers, educators, and others who work with or on behalf of young people with and without disabilities. It provides a preliminary list of resource centers and services that have been identified by the youth development field as providing useful information. Each of the sources of information listed either publishes, distributes, or electronically links a customer to information on youth services, statistics and funding information, or databases of specialized youth-related material. Each entry within the compendium provides a summary of the purpose and activities of the information source, selected publications and resources, and a description of the contents of its Internet site, if one exists. Information sources are listed in alphabetical order in the table of contents, indexed by subject categories and the publications and electronic resources available, to assist the reader in identifying the correct information source. (CR)

Items in this annotated bibliography deal with the mental health of adolescents and include materials for adolescents, parents, health educators, and health professionals. Resources cited include 11 videotapes and 64 publications dealing with the following topics: (1) teenage suicide; (2) mental illness in the family; (3) coping; (4) teenage depression; (5) mental wellness; (6) stress reduction; (7) guidelines for parents; (8) emotional development of African American children; (9) adolescent health care; (10) psychosocial issues in adolescents; (11) counseling children and adolescents; (12) culturally competent care; (13) helping gay and lesbian youth; (14) financing mental health services for children and adolescents; (15) developing self-confidence; (16) nutrition; (17) eating disorders; (18) substance abuse; (19) affective disorder; (20) adolescent medicine; (21) alcohol; (22) treatment issues with Hispanic children; (23) preventative health services for adolescents; and (24) classification and diagnoses of child and adolescent mental health problems. (CR)

This booklet lists some of the products available from the National Center for Education Statistics. Each product is described briefly, with some notes about its development and use, and ordering information, including cost and stock number. The following products are described: (1) "Student Data Handbook for Elementary, Secondary, and Early Childhood Education"; (2) "Staff Data Handbook for Elementary, Secondary, and Early Childhood Education"; (3) "Financial Accounting for Local and State School Systems"; (4) "A Pilot Standard National Course Classification System for Secondary Education"; (5) "SPEEDE/ExPRESS"; (6) "Protecting the Privacy of Student Records: Guidelines for Educational Agencies"; (7) "Guidelines for Making Education Technology Decisions"; (8) "Standards for Education Data Collection and Reporting"; and (9) CD-ROM products from the Data Analysis System and Public Use Data. (SLD)

This annotated bibliography presents a selective overview of materials on the topic of children with special health needs. Materials are divided into the following topics: (1) early identification and intervention (21 resources); (2) family-centered, community-based, culturally competent care (23 resources); (3) financing services (10 resources); (4) guides to resources (9 resources); (5) legislation, program, and policy issues (12 resources); (6) medical reference books (8 resources); (7) nutrition (8 resources); (8) parenting (21 resources); (9) respite care (8 resources); (10) school issues (4 resources); (11) siblings (4 resources); and (12) transition (15 resources.) Materials include books, periodicals, reports, and videotapes. (CR)

This guide contains a selection of national resources to assist adults who suspect they may have a learning disability. The guide begins with information on assessing learning disabilities, recommendations for locating a qualified professional to conduct assessments appropriate for adults, and a list of questions to ask qualified professionals. A learning disability checklist is included that identifies characteristics of a person with a learning disability. The guide then includes a collection of organizations, publications, and programs relevant to learning disabilities. Only organizations that operate on a national level and can put inquirers in contact with regional or local resources have been selected. A short description of each organization's activities is provided to assist in identifying which resources are best suited to individual needs and concerns. Publications listed in the guide provide general information for adults with learning disabilities. Programs listed not only provide the learning component but also offer residential housing. Resources are divided into the following categories: (1) national resource centers (14); (2) general education (9); (3) learning disability organizations (7); (4) attention deficit disorder organizations (5); (5) employment (4); (6) technology (6); (7) life management (14); (8) publications (17); and (9) toll-free numbers (24). (CR)

This reference circular lists United States sources of braille books and magazines available for loan, purchase, rental, or free distribution. Each source entry contains the name, address, telephone and fax number, Internet address (if available), and a brief description of the source. The first two sections list general and religious sources of braille books and magazines, the third section lists sources for jumbo braille and print-braille, the fourth section lists major braille presses and transcription services, and the last section provides resources for further information. This circular was compiled from catalogs and other literature submitted by agencies and organizations in response to a survey conducted by the Reference Section. Many of the responses indicated that materials are available on cassette and in large print as well as braille, but this publication is limited to braille sources. (Author/SWC)

This directory includes information on 155 Latino organizations, cross-community agencies, and professional and employee groups that serve the Latino population in Colorado. Each listing includes name and address, a mission statement, available services, and events sponsored by the organization. The directory also lists media sources, including Latino newspapers and magazines published in Colorado, national Hispanic print media, and Hispanic radio and television stations; organizations offering scholarships to Latino students; and Internet sites relevant to the Latino community. An index lists organizations and resources by issue area: advocacy, civil rights, community development, culture, economic development, information clearinghouses, education, the elderly, emergency services, employment and training, health, housing, immigration, job placement, migrant farmworkers, public policy, social and human services, technical assistance, women, and youth. (LP)

This "Catalog of ERIC Clearinghouse Publications" lists approximately 1200 titles of publications prepared by the ERIC Clearinghouses and currently available in original copies from them. It is the equivalent of a "Books-in-Print" for the ERIC Clearinghouses. The titles listed range across the past several years. Titles are arranged by clearinghouse and within clearinghouse by type of publication, e.g., digests, trends and issues papers, directories, parent brochures, Q&A's, books, literature reviews, etc. Each entry provides only title, order number, and price. A comprehensive subject index provides access to the titles by subject (ERIC Descriptor). This catalog is to be distinguished from the annual "ERIC Clearinghouse Publications" which lists only the ERIC Clearinghouse publications announced in "Resources in Education (RIE)" during the year just past. (AA)

This reference circular lists organizations that provide a variety of direct services to persons who are blind and visually impaired, including advocacy and advisory services, information and consultation, counseling and employment programs, assistive devices, and publications in special format. Many of the organizations offer guidance to families of persons with visual impairments and training for professionals. In addition, many publish journals, monographs, catalogs, and pamphlets; the major publications are specified. The first section lists national organizations alphabetically with an annotation that describes the services provided, and the second section lists international organizations. The third section includes publications that list the names of organizations that serve persons who are blind or visually impaired in the United States and in other countries, organizations that have tactile map collections, and producers and distributors of braille and large-print reading materials and assistive devices for reading. The last section lists state-level agencies that administer public programs providing rehabilitation services and special education. (Author)

The "ERIC Directory of Education-Related Information Centers" is a guide to 450 organizations that provide information relevant to education or that focus on topics and disciplines closely related to education, such as educational administration, parent participation, and nontraditional education. The directory includes both federally and privately funded education-related organizations that provide services and products such as: reference and referral; online searches; publications; information dissemination; technical assistance; outreach; information syntheses; and audiovisual materials. It is designed to help researchers, policymakers, librarians, teachers, federal agency staff, and students who need convenient, up-to-date access to resources on information centers in education and related fields. Each entry includes, when possible, addresses and phone and fax numbers; the organization's director; a brief description of purpose; audiences; services; hours of operation; and types of publications. Also included in this edition are several new fields such as URL (Uniform Resource Locators for World Wide Web sites), gopher site addresses, and TDD (telecommunication devices for the deaf) numbers. The directory is based on a continuously updated online database file directing users to information sources within the ERIC System as well as outside its network of components. This information is available electronically via the Internet. The printed form of the directory is published approximately every two years. Entries are arranged alphabetically by organization name. Three indexes are provided: master organization name, subject, and geographic location. (AEF)

This cumulative report serves to keep a record of University of Guam Learning Resources (LR) activities, identify milestones in LR's history, review LR's past progress, and on the basis of the review results, plan for the future. It contains five major sections: "List of LR Administrators"; "List of Important LR Activities"; "Essential Statistics"; "Statistical Implications"; and "Current Faculty Publications Related to Guam, Micronesia, and the Pacific." The data was collected from LR annual reports, university catalogs, and other sources available in the LR Dean's office. The report's coverage is limited to activities that have been recorded in the available sources, and no extended research was conducted. In the LR activities section, events and information are arranged chronologically when dates are available. Enrollment, budget, collections and services data are presented in five tables and seven graphs in the statistical section. Twenty-three faculty publications dealing specifically with Guam, Micronesia and the Pacific are listed in the publications section. (MAS)

This document is the 16th issue of an annual series of bibliographic work in New Zealand. The first section, "Bibliographical Work in Progess at June 1995," is compiled from a questionnaire mailed to bibliographers who are listed in the 1993 and 1994 issues and who have not since published; and to educational, government, medical, special, and large public libraries in New Zealand. Entries from the 1994 issue for which details have not been re-confirmed are marked. The second section, "Bibliographies Published Since June 1994," is compiled from the following: submissions from librarians and bibliographers, entries in the "New Zealand National Bibliography" (July 1994-June 1995) and "Index New Zealand" (July 1994-June 1995), library accessions lists, and bibliographies received by the University of Waikato Library, as well as a few titles published prior to June 1994 which have not been listed in earlier issues. Entries are listed only once and arranged under the following broad section headings: general bibliographies, special classes of material, and librarianship; philosophy and religion; social sciences; biological and medical sciences; agriculture, forestry and fisheries; engineering, domestic, and applied sciences; arts; recreation and sport; language and literature; geography, history, and area studies; and personal bibliography. A subject and author index is also included. (AEF)

This publication presents information regarding higher education opportunities for minorities and women, focusing on scholarships, grants, loans, internships, and fellowships. Section 1 contains general information about books, brochures, lists, and publications that describe a variety of higher education opportunities, many of which solicit, give preference to, or advertise to minority applicants. The listings include publication data, price, and availability. Section 2 lists general undergraduate opportunities that do not specify an academic area or that are available to more than one academic area. Section 3 lists undergraduate opportunities by academic area. Section 4 includes general graduate opportunities that either do not specify an academic area or that are available to more than one academic area, while Section 5 includes graduate opportunities listed by academic area. Section 6 lists all postdoctoral opportunities. Each listing contains a brief program description, as well as an address to write for further information or an application. (MDM)

This directory lists over 350 organizations found in Arizona, California, Nevada, and Utah whose objectives relate to the social and economic betterment of Native Americans. In addition, many of the organizations are involved in providing or improving Native American education and preserving Native culture. The first section lists national associations, organizations, clearinghouses, and centers based in the four-state region. The remainder of the directory lists organizations by state. Listings include federally recognized tribes and their reservations; non-federally recognized tribes; American Indian centers; state government agencies and organizations; postsecondary institutions and related organizations; elementary and secondary schools and related organizations; media; and museums, monuments, and parks. Each entry includes address, contact person, and a brief description of organizational objectives and services. (LP)

This directory lists 593 organizations located in Alaska, Idaho, Montana, Oregon, and Washington, as well as national organizations, whose objectives relate to the provision or improvement of educational services to Native Americans and Alaska Natives. Additionally, many of the organizations are involved in the social and economic betterment of Native Americans and the preservation of Native culture. The first section lists national associations, organizations, clearinghouses, and centers based in the five-state region. The remainder of the directory lists organizations by state. Listings include state-government and private organizations; post-secondary institutions and related organizations; federally recognized villages; elementary and secondary schools (public, Bureau of Indian Affairs, tribal, and parochial); media and publishers; libraries, museums, monuments and parks; federally recognized tribes; and nonfederally recognized tribes. Many entries include address, contact person, and a brief description of the organization's objectives and services. (LP)

This directory lists 160 organizations in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas, as well as national organizations that provide educational resources for American Indians. Few American Indians live in Arkansas and Louisiana, but Oklahoma, Texas, and New Mexico rank among the top 10 states in terms of Native American population. The vast majority of American Indian students attend public schools. The first section of the directory lists national associations, organizations, Indian Education Technical Assistance Centers, and multifunctional resource centers based in the five-state region. The remainder of the directory lists organizations by state. Listings include government and government-funded agencies; tribes and tribal organizations; American Indian centers and organizations; associations and other private organizations; schools and organizations that serve schools; postsecondary institutions and related organizations; media and technology; and museums, monuments, and parks. Most entries include address, contact person, and a brief description of the organization's objectives and services. Contains a list of seven native education initiative publications and five references. (LP)

This directory lists over 300 organizations found in North Dakota, South Dakota, Nebraska, Kansas, Colorado, Missouri, and Wyoming, as well as national organizations, that provide educational resources for Native Americans. Additionally, many of the organizations have objectives that focus on the social and economic betterment of Native Americans and the preservation of Native culture. The first section lists national associations, organizations, clearinghouses, federal government agencies, and centers based in the seven-state region. The remainder of the directory lists organizations by state. Listings include federally recognized tribes; state-government and private agencies; American Indian centers; post-secondary institutions and related organizations; Bureau of Indian Affairs and church-supported elementary and secondary schools; media and libraries; and museums, monuments, and parks. Most entries include address, contact person, and a brief description of the organization's objectives and services. (LP)

This directory lists professional folklore networks and other resources involved in folklife programming in the arts and social sciences, public programs, and educational institutions. The directory covers: (1) federal agencies; (2) folklife programming in public agencies and organizations, by state; (3) a listing by state of archives and special collections of folklore, folklife, and ethnomusicology, including date of establishment, access, research facilities, services, size and format, key collections, publications based on collections, and availability of printed information; (4) higher education degree-granting programs in folklife and folklore, including university programs that formally recognize concentrations or minors in folklore or folklife studies; (5) societies that play a major role in support of folklore studies, cultural conservation, and the perpetuation and presentation of traditional culture; (6) serial publications including newsletters, journals, and magazines associated with professional and public organizations and societies; (7) publishers of books and monographs on folklore, ethnomusicology, and folk music; (8) mail order book dealers of folklore, enthnomusicology, and folk music in North America; (9) mail order dealers of folk music and folklore recordings; and (10) other directories related to folk culture. Appendix introduces folklore resources in Canada and Mexico. Includes an index by state for folk culture programs, archives, and universities. (LP)

This directory of domestic nationwide resources for gifted education lists names, addresses, and telephone numbers for: 42 companies providing catalogs of materials, 84 competitions and organized activities, 12 relevant organizations, and 16 publications. (DB)