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In "Learning Without Lessons," David F. Lancy fills a rather large gap in the field of child development and education. Drawing on focused, empirical studies in cultural psychology, ethnographic accounts of childhood, and insights from archaeological studies, Lancy offers the first attempt to review the principles and practices for fostering learning in children that are found in small-scale, pre-industrial communities across the globe and through history. His analysis yields a consistent and coherent "pedagogy" that can be contrasted sharply with the taken-for-granted pedagogy found in the West. The practices that are rare or absent from indigenous pedagogy include teachers, classrooms, lessons, verbal instruction, testing, grading, praise, and the use of symbols. Instead, field studies document the prevalence of self-guided learners who rely on observation, listening, learning in play from peers the hands-on use of real tools and, learning through voluntary participation in everyday activities such as foraging. Aiming to reverse the customary relation between western and non-Western theories or ideas about child learning and development, this book concludes that the pedagogy found in communities before the advent of schooling differs in very significant ways from that practiced in schools and in the homes of schooled parents.

This book prepares and guides individuals who are about to embark (or already have embarked) on a health/medical PhD journey, with a specific focus on Public Health. Based on the author's experience as a recently graduated Doctor of Philosophy (PhD) student, readers benefit from the knowledge imparted and lessons learned, including an analysis of the different aspects of a Public Health doctoral degree, and practical tips and guidance on how to go about this journey from the initial phase of choosing a research niche up until the oral examination (also called defence). All throughout the book, the author shares examples from her own journey to show that in spite of sacrifices and hurdles along the way, hard work, perseverance, and supportive resources can help see you through, eventually, to a hopefully positive outcome at the end. Using an informal style, the author provides a step-wise guide, from chapter to chapter, on the various essential aspects that need to be considered, including: (1) The initial steps towards a PhD; (2) Proposal, permissions and funding; (3) The fieldwork; (4) The art of data analysis; (5) The hurdles along the way -- a personal experience; and (6) What comes after the completion of a PhD? Intended to be a compact go-to guide for students throughout their PhD journey, both from an academic and personal perspective, "To Do or Not to Do a PhD?" engages readers who are about to enroll in or who already have started a PhD, especially in public health, epidemiology, and health/medical fields of study. The brief also would appeal to postgraduate and undergraduate students who are interested in learning about how to write a research proposal, draft a scientific paper for publication in a journal, or prepare a thesis.

The National Board for Professional Teaching Standards (NBPTS) has challenged test developers to create a voluntary program of certification in which highly accomplished teachers receive recognition for meeting rigorous standards. These four papers report the experiences of teacher-candidates, school district administrators, researchers, and test developers who have participated in aspects of the National Board certification process. The first paper, "Professional Development and the NBPTS Certification Process: A Candidate's Perspective" by Kenneth Kowalski, presents an account of the professional development aspects of the certification process from the perspective of a candidate who has just completed the process. In the second paper, "Implications of National Board Certification for the Assessment and Supervision of Tenured and Non-Tenured Teachers" by Willa Spicer, an assistant superintendent presents a school district's response to the National Board's model and its implications for teacher evaluation and supervision. The third paper, "An Observational Study of National Board Candidates as They Progress through the Certification Process" by Edward Chittenden and Jacqueline Jones, takes a researcher's perspective and traces the progress of three different groups of teachers through the National Board certification process. In the last paper, "Professional Development Materials in the Context of Professional Certification: Lessons from the Field" by Cindy Tocci, a member of the certification development team reports on ways in which information from field studies has informed test development, increased understanding of the support mechanisms candidates may require, and aided the design of professional development materials. (SLD)

This is a unique and groundbreaking collection of questions and answers coming from higher education institutions on diverse fields and across a wide spectrum of countries and cultures. It creates routes for further innovation, collaboration amidst the Sciences (both Natural and Social), the Humanities, and the private and public sectors of society. The chapters speak across sociocultural concerns, education, welfare and artistic sectors under the common desire for direct responses in more effective ways by means of interaction across societal structures. This book contains the following chapters: (1) Social Research Methods in Higher Education: A Critical Analysis of Methodological Issues and Emerging Trends at the Zimbabwe Open University (Caleb Kangai); (2) Methodology Transfers Between Social Sciences and Humanities in Relation to Natural Sciences, Technology and Government Policy (Hajime Eto and Shinichi Yamamoto); (3) Causality in Social Studies Education (Bayram Tay); (4) The Assumption of Non-Gaussianity in Natural and Social Sciences and Its Influence on Detection of Causal Relationships (Katerina Hlavackova-Schindler); (5) Qualitative Research: The Toolkit of Theories in the Social Sciences (Sylvain K. Cibangu); (6) A Simulation Approach to Validate Models Derived from Observational Studies (Pierre N. Robillard and Simon Labelle); (7) Cartographic Generalization Applied to Social Networks Maps in the City of Curitiba in Brazil (Renan M. Pombo, Luciene S. Delazari and Claudia R. Sluter); (8) Open-Source Tools for Data Mining in Social Science (Pasko Konjevoda and Nikola Stambuk); (9) Applying Social Sciences Research for Public Benefit Using Knowledge Mobilization and Social Media (David J. Phipps, Krista E. Jensen and J. Gary Myers); (10) Re-Visiting Ethnographic and Orthodox Research Methodologies: Field Research Experiences from an African Perspective (Oliver Mtapuri); (11) Social Physics: An Interdisciplinary Way to Explore the Mechanism of Public Opinion (Yijun Liu and Wenyuan Niu); (12) The Methodology of Formulating Iranian National Policy of Entrepreneurship: A Conceptual Framework (Hassan Danaeefard and Mohammad Reza Noruzi); (13) Theoretical Approaches to Employment and Industrial Relations: A Comparison of Subsisting Orthodoxies (Christopher Odogwu Chidi and Okwy Peter Okpala); (14) Human Capital Resourcing Practices and Organisational Performance: A Study of Selected Organisations in Lagos State, Nigeria (Christopher Odogwu Chidi and Okwy Peter Okpala); (15) Enhancing Productivity Through Lean Behavior (A. Perumal Puvanasvaran); (16) Organizational Sustainability: The Case of Handcrafts Micro-Business in Southern San Sebastian, Jalisco, Mexico (Jose G. Vargas-Hernandez); (17) Strengthening Institutional Capacity for Science, Technology and Innovation in Uganda (Muriisa R. Kabeba); (18) A Didactic and Methodological Lesson of the Study of Economics and the Skill Development of Students (Maria Covadonga De la Iglesia Villasol); (19) New Public Management and Reforms in Iran: Analysis of Government Downsizing (Hassan Danaee fard, Tayebeh Abbasi and Mohammad Reza Noruzi); and (20) Media of Exchange and Liquid Assets of Political and Market Enterprises: A New Monetary Perspective on Medieval French Monetary Mutations (Thomas Marmefelt).

Over the last decade, the needs of educational organizations have been changing in accordance with increasingly complex pedagogical models and with the technological evolution of e-learning environments with very dynamic teaching and learning requirements. This book explores state-of-the-art software architectures and platforms used to support distributed and mobile e-learning systems. Containing research from leading international experts, this advanced publication provides useful references to support learning practices for academicians, researchers, and practitioners. Contents include: (1) Developing Tools that Support Effective Mobile and Game Based Learning (Evi Chryssafidou, Sofoklis Sotiriou, Pavlos Koulouris, Manolis Stratakis, Antonis Miliarakis, Mario Barajas, Marcelo Milrad and Daniel Spikol); (2) Designing an Architecture to Provide Ubiquity in Mobile Learning (Javier Carmona-Murillo, David Cortes-Polo and Jose Gonzalez-Sanchez); (3) MobiGlam (Fatma Meawad and Geneen Stubbs); (4) SW-Architecture for Device Independent Mobile Learning (Andreas Christ and Markus Feiszt); (5) An Ubiquitous and Pervasive Learning Framework (Rodger Carroll); (6) A Mobile Service Platform for Trustworthy E-Learning Service Provisioning (Zongwei Luo and Tianle Zhang); (7) Mobile Web 2.0 (Thomas Cochrane); (8) Mobile Grids (Vassiliki Andronikou, Victor Villagra, Kleopatra Konstanteli, Antonios Litke, and Athanasia Psychogiou); (9) Intelligent M-Learning Frameworks (Hazel Owen); (10) Integrating Ontology-Based Content Management into a Mobilized Learning Environment (Gabor Kismihok, Barna Kovacs and Reka Vas); (11) Context-Awareness and Distributed Events in Mobile Learning (Ivica Boticki, Vedran Mornar and Natasa Hoic-Bozic); (12) "Intelligent Context" for Personalized Mobile Learning (Philip Moore, Bin Hu, Mike Jackson and Jizheng Wan); (13) Schools in Action (Mario Barajas, Sofoklis Sotiriou, Martin Owen and Manfred Lohr); (14) Technical Evaluation of Wireless Communications in a Mobile Learning Architecture (Javier Carmona-Murillo, Jaime Galan-Jimenez and Jose-Luis Gonzalez-Sanchez); (15) Supporting Mobile Access to VLE Resources through MobiGlam (Fatma Meawad and Geneen Stubbs); (16) Using Technology to Support Quality Learning for School Activities Involving Field Studies (K. Stewart, K. Thompson, J. Hedberg and W. Wong); and (17) Exploring Learner Identities through M-Learning (Ruth Wallace).

The documents enclosed in this report provide a comprehensive and systematic review of the progress made in developing a network organization capable of supporting nanoscience education for the public on a national scale. There is a logic to the studies that were done and to the reports that are included in this notebook. The following are the dimensions of the network the authors' evaluation addressed: (1) ISE Field and Science Field; (2) Network Hubs and Leaders; and (3) Network Leadership and Administration. At the center and the heart of the network is the network organization with its leadership and administration. This network organization supports a set of "hubs" that connects to the more than one-hundred institutions that form the broader NISE (Nanoscale Informal Science Education) Network membership. And, finally, the entirety of the NISE Network interfaces with the much broader fields of informal science education institutions and science research institutions. The reports that comprise the NISE Network evaluation are: (1) The Development of the NISE Network--A Summary Report; and (2) Supportive Reports: including, (a) Interview Summary with Hub Leaders; (b) Summary of Interviews with Regional Workshop Participants; (c) Vignettes: Stories of Institutions Engaged with NISE Net; (d) Interview Study with Scientists; (e) Reach and Impact Study; and (f) Field Study. Individual documents contain figures, footnotes and appendices. ["NISE Network: Overview of the NISE Network Evaluation" was written with Mary Regan and Laurie Senauke.]

Visual research is reemerging across the social sciences as a significant, underutilized resource producing unique lines of inquiry and sparking innovative pedagogies. Stanczak's edited volume crisscrosses disciplines in ways that highlights the multiple manifestations of this newer interdisciplinary trend. As such, this volume will be useful as a methodological, epistemological, and pedagogical resource across disciplines such as sociology, education, cultural studies, anthropology, American studies, communications, gender studies, and political science. The text is organized around three thematic issues: methodology, epistemological reflection, and theoretical and conceptual exploration. Each of these guiding themes is developed to greater or lesser degree in each chapter providing a navigational thread throughout the entire book. The authors most explicitly address methodology in their essays, also answer epistemological questions and suggests ways in which visuals facilitate theoretical or conceptual development. The book offers the following: (1) Each chapter is developed around a set of guiding questions covering at least three themes in visual research: methodology, epistemological reflection, and theoretical contribution of images. These themes provide a valuable framework for classroom use and comparative analysis by any visual researcher; (2) A substantive foundational chapter explicates these themes more fully and offers a mini introduction to core visual research methodology; (3) Reader's guide connects different chapters to different conceptual themes and methodological approaches, offering a roadmap to common issues and topics with which the reader should become familiar; (4) Expanded list of suggested readings, arranged thematically within the general framework of the book (methodology, epistemology, and theory); and (5) Original and reprinted works by leading qualitative researchers across a wide range of fields, including Sociology, Education, Political Science, Religion, History, and Gender Studies. The book contains 12 chapters: (1) Introduction: Images, Methodologies, and Generating Social Knowledge (Gregory C. Stanczak); (2) Observing Culture and Social Life: Documentary Photography, Fieldwork, and Social Research (Jon Wagner); (3) All Photos Lie: Images as Data (Barry Goldstein); (4) Capturing the Visual Traces of Historical Change: The Internet Mission Photography Archive (Jon Miller); (5) Using Photography in Studies of Immigrant Communities: Reflecting across Projects and Populations (Steven J. Gold); (6) Breaking the Ethnographer's Frames: Reflections on the Use of Photo-Elicitation in Understanding Sri Lankan Monastic Culture (Jeffrey Sammuels); (7) Inner-City Children in Sharper Focus: Sociology of Childhood and Photo-elicitation Interviews (Marisol Clark-Ibanez); (8) The Failure of "The President's Choice" (Erina Duganne); (9) Signs of Resistance: Marking Public Space through a Renewed Cultural Activism (Emmanuel David); (10) Filming "The Closet": The Role of Video Diaries in Researching Sexualities (Ruth Holliday); (11) The Symbolism of Video: Exploring Migrant Mothers' Experiences (Yolanda Hernandez-Albujar); (12) Website Design: Merging Hypertext Aesthetics, Academic Narratives, and Visual Sociology (Stephen Papson, Robert Goldman, and Noah Kersey).

This edited collection addresses the growing need for ideas and methods conducive to holistic educational practices and aims to encourage more personal growth in students too often distracted by the background noise of war, violence, racism, and environmental deterioration. The contributors are working teachers and professors who have integrated a degree of spirituality into a wide range of classes in both urban and rural settings across the US. This ground-breaking collection will provide practical advice about how to implement an ethical and spiritual curriculum while avoiding religious dogmatism. Following an introduction, this books is divided into the following chapters: (1) "I Feel Good Here": How to Create Harmonious Learning Environments (Mimi Duvall); (2) Bodies in the Classroom (Carolina Mancuso); (3) Meditation in the Dance Studio (Laura Donnelly); (4) Using Hatha Yoga Breathing Assignments: An Essay (Beth Counihan); (5) Awakening the Dragon: Qigong Practice in Literature Class (Tom Schmid); (6) Circles of Learning in the Women's Studies Class (Sharon Shelton-Colangelo and Mimi Duvall); (7) Using Silence to Promote Spiritual Growth (Dulce Maria Gray); (8) How Mindfulness Can Help Us Become Better Communicators (Dan Huston); (9) Words of Their Own (Anne Leadbetter); (10) Personal Narratives for Spiritual Understanding and Empowerment in the ESL Classroom (Karen Ogulnick); (11) Creating a Space (Leslie Wolter); (12) The Invitation to Notice and Wonder: Caring about Ideas (Jinx Watson); (13) Writing Center Teaching: Learning How to Live Our Lives (Libby Falk Jones); (14) Kathleen Norris's Spiritual Guide to the Land: A Lesson in Geography and Spirituality (Kevin Cole); (15) Spirits Rooted in Place: Field Studies as Pedagogical Paradigm for Creating Change (Corey Lewis); (16) Joy in the Classroom (Sharon Shelton-Colangelo); (17) Mindfulness in the Multicultural Classroom (David Rodgers); (18) Celebrating Spiritual and Cultural Traditions in the University Classroom (Elizabeth de la Portilla); (19) Assessing the Impact of Personal Beliefs and Values on Classroom Instruction (Marion Lynch); (20) In the Steps of Sojourner (Detine Bowers); (21) Honorable Intentions: Mindful Approaches to Teaching and Learning (Susan Caulfield and Allison Young); (22) "My Personality Is Where My Heart Is Stored": Building a Learning Community in the Classroom (Ralph Wells); (23) A Death in the Family: Coping with Student Death at School (Laura Murphy); (24) Writing from the Heart to Heal (Alvin Smith); (25) Communication on Education (Gregory Haye); and (26) Conclusion.

This book describes and analyzes authority relationships in classrooms through explorations of theory, prior research, and contemporary qualitative studies. The emphasis is on the social construction of authority and the crucial role authority plays in K-16 teachers' pedagogy and students' academic engagement and achievement. The introductory chapter grounds the reader in social theory on authority; presents groundbreaking qualitative studies of classroom authority; describes ideological debates over authority in schools; and discusses implications for research, practice, and policy. Six field-based qualitative studies illuminate the dynamics of authority across a spectrum of K-12 and college settings. These studies feature a variety of methodologies, theoretical lenses, and interpretive perspectives that the authors use to gather and analyze data. The emphasis in all the chapters is on the nature, negotiation, and implications of authority relations between teachers and students. The epilogue pulls the book together by elucidating new findings and vital themes that expand the reader's vision of what classroom authority means, how it is constructed, and why it is so important. This book seeks to revitalize dialogue and research on classroom authority with attention to the contextual factors that bear on its social construction. It is aimed at teacher educators, scholars, policymakers, students of education, and practitioners who seek empirically based understanding of authority that is inextricably connected to classroom life and ultimately to the larger issues of educational quality and democracy in schools and society. Following a foreword by M. H. Metz and a preface by J. L. Pace, this book is organized into eight chapters: (1) Understanding Classroom Authority as a Social Construction (A. Hemmings); (2) Authority, Culture, Context: Controlling the Production of Historica Knowledge in Elementary Classrooms (J. S. Wills); (3) Playing with Pedagogical Authority (J. Mullooly and H. Varenne); (4) Saving (and Losing) Face, Race, and Authority: Strategies of Action in a Ninth-Grade English Class (J. L. Pace); (5) Authority in Detracked High School Classrooms: Tensions among Individualism, Equity, and Legitimacy (J. S. Bixby); (6) Moral Order in High School Authority: Dis/Enabling Care and (Un)Scrupulous Achievement (A. Hemmings); (7) Standards and Sob Stories: Negotiating Authority at an Urban Public College (R. Rosenblum); and (8) Epilogue: The Sources and Expressions of Classroom Authority (D. T. Hansen).

The Center for Education of the National Research Council (NRC) has undertaken a series of activities to address issues related to the quality of scientific education research. In 2002, the NRC released "Scientific Research in Education" (National Research Council, 2002), a report designed to articulate the nature of scientific education research and to guide efforts aimed at improving its quality. Building on this work, the Committee on Research in Education was convened to advance an improved understanding of a scientific approach to addressing education problems; to engage the field of education research in action-oriented dialogue about how to further the accumulation of scientific knowledge; and to coordinate, support, and promote cross-fertilization among NRC efforts in education research. The main locus of activity undertaken to meet these objectives was a year-long series of workshops designed to engage a range of education stakeholders in discussions about five key topics: (1) Peer Review in Federal Education Research Programs; (2) Understanding and Promoting Knowledge Accumulation in Education: Tools and Strategies for Education Research; (3) Random Assignment Experimentation in Education: Implementation and Implications; (4) Journal Practices in Publishing Education Research; and (5) Education Doctoral Programs for Future Leaders in Education Research. This report is a summary of the third workshop in the series, on the implementation and implications of randomized field trials in education. Educators and researchers have debated the usefulness of these methods for conducting research in education for decades. As many more of them are being funded in education than ever before, the editors' objective in convening this workshop was to provide a venue for researchers and practitioners who have been involved in this kind of study in educational settings to share their experiences. The event took place on September 24, 2003, at the National Academies' Keck Center in Washington, DC. This report summarizes common issues and ideas that emerged from the presentations and discussion during the workshop (see Appendix A for the workshop agenda and Appendix B for biographical sketches of the committee members and speakers). These issues included "why" researchers use randomized field trials, "when" such a design is appropriate for answering questions about education, and "how" to implement this kind of research in an educational setting. In discussing these issues, workshop speakers identified challenges to successfully carrying out randomized field trials in schools and described strategies for addressing those challenges. Although investigators conducting any type of research in schools would encounter many of these challenges, some are unique to this research design. While this report represents their synopsis of the key issues aired at the workshop, it does "not" contain conclusions or recommendations. The editors will issue a final report with recommendations for improving scientific research in education based on the series of five workshops. Appended are: (1) Workshop Agenda; and (2) Biographical Sketches of Committee Members and Workshop Speakers. Individual chapters contain footnotes.

Whether you're a stream studies novice or a veteran aquatic monitor, "Watershed Dynamics" gives you abundant practical resources to extend your students' investigations into local water quality and land-use issues. This two-part set is ideal for teaching biological and ecological concepts and research techniques. It also shows how the interplay between scientific data and human judgment can shape public policy decisions on zoning, flood control, and agricultural practices. The Student Edition is organized into four parts: (1) an introduction to watersheds, land use, streams, and related research; (2) 10 protocols with specific instruction on research techniques related to watersheds; (3) field studies and experiments that guide students through interactive research projects using the protocols; and (4) an engineering design challenge in which students develop a device to treat simulated stormwater runoff. Included throughout are plentiful forms that provide both structure and flexibility as they guide students through each research step. "Watershed Dynamics" is the final volume in the four-part Cornell Scientific Inquiry Series, designed to guide students in designing and conducting experiments, presenting their results, and exchanging feedback with their peers. Following a preface, this book is divided into four sections: (1) Understanding Watershed Dynamics; (2) Protocols: Introduction to Research; (3) Interactive Research: Field Studies and Experiments; and (4) Interactive Research: Stormwater Treatment Design Challenge. [This book was also written by The Environmental Inquiry Team.]

This 100-page manual serves as a technical reference for the "Healthy Water, Healthy People Water Quality Educators Guide" and the "Healthy Water Healthy People Testing Kits". Yielding in-depth information about ten water quality parameters, it answers questions about water quality testing using technical overviews, data interpretation guidelines, case studies, chemical formulas, testing kit activities, laboratory demonstrations and much more. The "Healthy Water Healthy People Testing Kits", customized by the Hach Company, balance classroom experiences with field investigations. The testing kits range from simple test strips to high-end colorimeters that measure contaminants in parts per million.

This book contains eight papers examining the evidence from three field experiences in Illinois, Pennsylvania, and Washington that were conducted to identify the impact of reemployment bonuses on the following indicators characterizing the unemployment insurance (UI) program: weeks of UI receipt during the benefit year; dollars of UI received during the benefit year; and the percentage of persons who exhaust their UI benefits. The following papers are included: "Introduction and Background of the Reemployment Bonus Experiments" (Walter A. Corson, Robert G. Spiegelman); "Design of Three Field Experiments" (Walter A. Corson, Robert G. Spiegelman); "Participation in the Reemployment Bonus Experiments" (Paul T. Decker, Christopher J. O'Leary, Stephen A. Woodbury); "Bonus Impacts on Receipt of Unemployment Insurance" (Paul T. Decker, Christopher J. O'Leary, Stephen A. Woodbury); "Impacts on Employment and Earnings" (Paul T. Decker, Christopher J. O'Leary, Stephen A. Woodbury); "From Social Experiment to Program: The Reemployment Bonus" (Carl Davidson, Stephen A. Woodbury); "A Benefit-Cost Analysis of a Bonus Offer Program" (Robert G. Spiegelman); and "Summary and Policy Implications" (Philip K. Robins). A glossary of terms related to unemployment insurance and the bonus experiments is included along with 50 tables/figures. (Some papers contain substantial bibliographies.) (MN)

This book is a collection of original essays on the practice of linguistic fieldwork and language documentation. Twelve leading linguistics have contributed chapters about the study of languages in a natural setting. They pass on lessons learned, best practices, and discuss a wide variety of topics including the attitude of the linguistic, the roles of native speakers, and challenges of doing research in an unfamiliar environment. The book is intended for fieldworkers in linguistics, anthropology, folklore, and oral history. The book's chapters are entitled: "Fieldwork as a State of Mind" (Larry M. Hyman); "Who Shapes the Record: The Speaker and the Linguist" (Marianne Mithun); "Places and People: Field Sites and Informants" (Gerrit J. Dimmendaal); "Ulwa (Southern Sumu): The Beginnings of a Language Research Project" (Ken Hale); "Escaping Eurocentrism: Fieldwork as a Process of Unlearning" (David Gil); "Surprises in Sutherland: Linguistic Variability Amidst Social Uniformity" (Nancy C. Dorian); "The Role of Text Collection and Elicitation in Linguistic Fieldwork" (Shobhana L. Chelliah); "Monolingual Field Research" (Daniel L. Everett); "The Give and Take of Fieldwork: Noun Clauses and Other Concerns in Fatick, Senegal" (Fiona McLaughlin, Thierno Seydou Sall); "Phonetic Fieldwork" (Ian Maddieson); "Learning as One Goes" (Keren Rice); "The Last Speaker Is Dead--Long Live the Last Speaker!" (Nicholas Evans). An index is appended. (KFT)

The English town of Clevelode, population of approximately 700, has solved most of the U.S. social problems. The village is not perfect, but in many ways it stands as a lesson for everyone. This small community is probably fairly temporary. People can live in Clevelode and commute to work in the city of Worcester or to the urban center of Malvern. The small community described in this book seems to be on its way to becoming a suburb of Worcester. The book, a study of the inner workings of a humane society today, is divided into 19 chapters: (1) "History and Geographic Setting"; (2) "What We'll Do"; (3) "Our Village and Its Setting"; (4) "Newcomers to the Village"; (5) "The Children"; (6) "Schools and the School Code"; (7) "Personal Traits"; (8) "The Dampening Conflict"; (9) "A Nonviolent Society"; (10) "Trust"; (11) "The Moral Substructure"; (12) "Caring for the Elderly"; (13) "The Doctors"; (14) "Arthur and Brian: Taking Care of Other People as Part of Your Job"; (15) "Neighbors"; (16) "Taking Care of Animals"; (17) "Jam and Jerusalem: Voluntary Groups and Charity Appeals"; (18) "Charity"; and (19) "Small-Community Effects?" (Each chapter includes notes. Contains a methodological appendix and 129 references.) (BT)

This book aims to provide a foundational understanding of the writing processes associated with innovative forms of ethnographic writing. Interdisciplinary in approach, the book offers advice, examples, and exercises for every step in the ethnographic writing process, including field observation, field notes, narrative development, and editing. It offers discussions of ethics, representation, and academic institutions to prepare students for dilemmas they may face as writers in the social sciences and humanities. Following a preface, the book includes the following chapters: (1) "On Becoming an Ethnographer in the Academy"; (2) "Finding the Story in Ethnographic Words"; (3) "Representing Ethnographic Experiences: From Fieldwork to Fieldnotes to Stories"; (4) "Voice, Reflexivity, and Character: The Construction of Identities in Texts"; (5) "The Ethics of Writing Ethnography"; and (6) "The Future of New Ethnographic Writing." Each chapter contains suggestions for further reading. Contains an extensive reference list. (BT)

This book describes a 30-year longitudinal study of the impact of urbanization and modernization on changing family organization, child rearing practices, and gender roles in India and their contribution to women's life satisfaction. The book is organized around a series of personal encounters recorded in field notes, focusing on the mothers, daughters, and grandmothers of 130 children in Bhubaneswar, Orissa. The book introduces a system of family structure and gender roles based on different cultural assumptions than those predominant in contemporary United States, describes the variety of family systems and child rearing practices present in India, and examines assumptions about culture and human development. Chapter 1 describes the patrilocal family structure and ideology and the town of Bhubaneswar. Chapter 2 presents the research strategies used. Chapter 3 describes child rearing practices observed in 1965-67 and examines gender differences in the child rearing practices. Chapter 4 compares family life in the Old Town, comprised of a hierarchy of caste Hindu communities and the New Capital, dominated by a hierarchy of government employees. Chapter 5 focuses on poor-low-status families for whom poverty, more than location, determines women's lives. Chapters 6 and 7 address the changes in women's lives precipitated by new educational opportunities for girls and the perspectives of three generations of women to changes in education, family life, and gender roles. Chapter 8 compares findings from Bhubaneswar to those in other parts of India and examines theories of modernization in relationship to different cultural constructions of personhood. Contains approximately 150 references. (KB)

To determine the extent of involvement of media specialists in instructional development, a study was organized encompassing: (1) a review of recent studies, (2) a field survey, and (3) a literature review. Studies in library Education, standards and accreditation, and teacher education confirmed the change in media center and media personnel functions, as did the literature review. The field survey of elementary school media centers showed that approximately 75 percent performed instructional development. The study concludes that media centers will be increasingly involved in planning instructional support, participation in instructional design, implementing instruction, evaluation, and staff development. (SK)

The study focuses on the Special Projects Program authorized under section 309(b) of the Adult Education Act of 1966 and analyzes the 309(b) program to determine why dissemination of results to local adult basic education (ABE) programs has been less effective than desired. The document contains: (1) An examination of the policies and activities of the U.S. Office of Education's (USOE) Division of Adult Education Programs (DAEP); (2) An analysis of the effectiveness of the 309(b) system based on field studies of seven projects and survey findings; (3) An examination and multiple regression analysis of the organizational characteristics of local ABE programs as users of innovations; and (4) A summary of major findings and policy implications. Concluding the document, recommendations emphasize that a major objective of the 309(b) program is to improve existing State grant ABE programs, and that to achieve this objective, local ABE programs must become more aware of 309(b) outcomes and utilize them. An epilogue offers an overview of Project IDEA (Innovation Dissemination for the Education of Adults), launched in 1973 as the first step toward a national dissemination system. Appended are: a local program questionnaire, USOE DAEP staff questionnaire, State ABE director questionnaire, and the construction of indices of innovativeness, 309(b) adoption, program security, and professionalism. (MW)

Grouse Creek is a small Mormon ranching community in the extreme northwest corner of Utah. A survey of that community was conducted during 1985 by a team of folklorists, architectural historians, and historians, with the purpose of testing the idea of combining in the same fieldwork a concern for architecture, folk arts, and folklife. The work was motivated by a growing commitment among public sector historians and folklorists to a more comprehensive approach to preservation that includes both tangible and intangible cultural resources and embraces both the historical past and the cultural present. The focus of this report is not on history or ethnography, but on concept and method. It examines one project, reviewing its background and genesis, describing its planning and execution, reporting its findings (which comprise approximately one half of the document), and judging what may be learned from it. The benefits of the Grouse Creek project extended to all of the participating agencies, and the survey's findings and the development of the extensive project archive will encourage future exhibits or publications. An integrated survey is more time-consuming and costly than a less elaborate architectural survey; an appendix offers an overview of the project's costs. A brief summary of the project archive and a 17-item bibliography are also included. Document contains black and white photographs. (JB)

Peer mentoring among African-American males (referred to as "homies") on the west side of Chicago was examined in an afrocentric ethnographic study. The study used three data collection methods: a survey (of respondents' definition of the word "mentor") administered at bus stops, elevated train stations, gyms, and libraries to approximately 100 college- and noncollege-educated African-American males; observation of African-American males in their neighborhoods (on street corners, in gyms, on playgrounds, in grocery stores); and in-depth interviews of African-American males who were receiving counseling services from the researcher. Fewer than 30 percent responded to the survey. Survey responses defined "mentor" with words like leader, friend, advisor, and God, and respondents indicated they understood the importance of being in mentoring positions. Four themes emerged from the interviews and participant observations: (1) the culture that gets defined becomes the one that is controlled; (2) "homies" will not travel from their neighborhood either physically or mentally; (3) "homies" have maintained and supported their roles as social outcasts by creating a subculture of gangs and drugs; and (4) in addition to isolating them from society, the culture created by "homies" denies them the tools to fight the system adequately. (Contains 116 references.) (MN)

This guide aims to help teachers plan, reflect on, and revise learning expeditions. Growing out of the metaphor of an Outward Bound wilderness expedition, learning expeditions are long-term, in-depth investigations of a topic that engage students in the world through authentic projects, fieldwork, and service. The work centers on critical thinking, essential skills and habits, and character development. Ongoing assessment is woven throughout the expeditions. The first section discusses how to plan a learning expedition. The key elements--topic, guiding questions, learning goals, projects, ongoing assessment, and final assessment--are identified and described, and formats for planning outlines and overviews are presented. The second section presents six narratives of learning expeditions with their accompanying plan outlines, written by experienced Expeditionary Learning teachers. The expeditions ranged from first grade through high school and addressed a variety of topics: Galileo and scientific revolution; migration of humans, animals, and plants; ecology applied to community service; emergent literacy skills; architectural design of a new aquarium; and creation of a simulated bird sanctuary in the classroom. Together, the collection illustrates the common core of elements of a learning expedition and the freedom with which individual teachers and their students adapted and used them. Each expedition includes a narrative, a plan outline, comments on assessment, and resources. Finally, the 10 design principles of expeditionary learning are reviewed. (Contains 20 references and resources.) (TD)

This book offers a resource guide for qualitative researchers in education, discussing data collection techniques, data analysis, reporting, and the issues of validity, reliability, and ethics. Part 1 reviews the nature and design of qualitative research; it discusses various types of qualitative research (including case studies), and how to design a qualitative study, including problem formation and sample selection. Differentiating case study techniques from other qualitative approaches, the book discusses concepts, theories, and techniques taken from anthropology, history, sociology, and psychology. Part 2 covers the collection of qualitative data; chapters cover conducting effective interviews, being a careful observer, mining data from documents, and the interactive nature of data collection in case studies. Part 3 covers the analysis and reporting of qualitative data, and discusses analytic techniques and data management, levels of analysis, the increasing role of computers, and strategies for dealing with validity, reliability, and ethics. A final chapter looks at writing up research results, with emphasis on the particular requirements of the case study report. (Contains approximately 325 references.) (BF)

This book addresses the teaching and learning of history in the elementary grades. The literature review in the first two chapters presents an overview of scholarship in the field and provides a context within which to interpret the research in subsequent chapters. The remainder of the book presents and discusses research on the teaching and learning of U.S. history in fifth grade. Included are detailed case studies of U.S. history units taught by three contrasting fifth-grade teachers. The contrasts of the teachers are found in their goal priorities and approaches to curriculum and instruction. The research concluded with a year-long study of developments in one group of students' historical knowledge and thinking as they experienced their first chronological survey of U.S. history. The seven chapters are: (1) "The Place and Importance of History in the Elementary Curriculum"; (2) "Teaching History"; (3) "Storytelling: The Case of Mary Lake"; (4) "Qualitative Analyses of Students' Developing Historical Knowledge and Thinking"; (5) "Scientific History: The Case of Ramona Palmer"; (6) "History as a Tool for Reform: The Case of Sara Atkinson"; and (7) "Implications for Curriculum and Instruction." (Contains references and an index.) (EH)

This guide is intended to give practical advice that prepares graduate student researchers for the realities and challenges of living and working abroad, with a particular focus on that area of research experience that is between participation and observation. Drawing on the experiences of 150 scholars, funded over a 6-year period by the MacArthur Scholars programs at Stanford University, the University of Wisconsin, and those supported by the Ford Foundation-funded Social Science Research Council's International Predissertation Fellowship Program, the book covers researchers experiences in 43 countries. The first chapters cover topics such as site selection, language training, project funding, and predeparture preparations. A chapter on living and working in the field covers issues of gender, race, class, and age, relations with expatriates, and settling in academically. Other chapters deal with issues such as the logistics of fieldwork (equipment/transportation/research assistants), dealing with sensitive subjects, selecting and cultivating information, and maintaining credibility. Knowing when and how to wrap up the research effort and go home is also discussed. The final chapters relate to general issues of organizing data, the writing process, getting reacclimated to home, and post-fieldwork obligations and opportunities. The text is expanded throughout by short, personal narratives. (Contains approximately 150 topically arranged bibliographic references.). (JLS)

This book contains 11 essays that offer in-depth accounts of qualitative research in developing countries. Each chapter focuses upon a specific method and considers related theoretical and practical issues with reference to recent experiences in selected developing countries. Key issues addressed include: (1) the identification of appropriate research questions; (2) research ethics; (3) practitioner research; (4) case study evaluation; and (5) North-South collaboration and the potential of qualitative research for policy making and theory. Contained in the book are the following chapters: (1) "Qualitative Research in Developing Countries: Issues and Experience" (Michael Crossley; Graham Vuillamy); (2) "Integrating Paradigms in Educational Research: Issues of Quantity and Quality in Poor Countries" (Rosemary Preston); (3) "Qualitative Research and Educational Policy-Making: Approaching the Reality in Developing Countries" (Cheng Kai-ming); (4) "The Importance of Fieldwork: Anthropology and Education in Papua New Guinea" (Wayne Fife); (5) "Using Documents for Qualitative Educational Research in Africa" (Clive Harber); (6) "Interviews and the Study of School Management: An International Perspective" (Lynn Davies); (7) "Improving Our Practice: Collaborative Classroom Action Research in Lesotho" (Janet Stuart; Mahlape Morojele; Pulane Lefoka); (8) "Dilemmas of Insider Research in a Small-Country Setting: Tertiary Education in St. Lucia" (Pearlette Louisy); (9) "Planning for Case-Study Evaluation in Belize, Central America" (Michael Crossley; J. Alexander Bennett); (10) "Implementing Qualitative Research in Pakistan: International Teamwork" (R. L. Smith); and (11) "North-South Collaboration in Educational Research: Reflections on Indian Experience" (Archana Choksi; Caroline Dyer). (EH)

This book is addressed to faculty trying to incorporate or use community service learning in their courses. The 17 papers are grouped into those on generic issues, on undergraduate course models, and on graduate course models. The papers are: "Community Service in the Curriculum" (Jeffrey Howard); (2) "Preparing Students to Learn from the Experience of Community Service" (Allen Menlo); (3) "Community Service Learning as Innovation in the University" (Mark A. Chesler); (4) "Creating Spaces: Two Examples of Community-Based Learning" (Buzz Alexander); (5) "Integrating Service-Learning into a Course in Contemporary Political Issues" (Gregory B. Markus); (6) "Detroit Summer: A Model for Service-Learning" (Bunyan Bryant); (7) "Community Service Writing in an Advanced Composition Class" (Karis Crawford); "(8) "Field Research: A Complement for Service-Learning" (Kathleen Daly); (9) "Women in the Community: A Course in Social Change" (Christina Jose Kampfner); (10) "Taking Over the Reins: Service Projects in Environmental Studies" (Lisa Bardwell and Shannon Sullivan); (11) "Psychology in the Community" (Jerry Miller); (12) "Adapting Drama Activities for Individuals with Disabilities" (Hilary U. Cohen); (13) "Environmental Action Projects as Community Service Learning" (Peter B. Kaufman and Mari Ziegler); (14) "Contradictory Missions of a Tempered Radical's Teaching" (Sharon E. Sutton); (15) "Student Workshops as Community Service Learning" (Barry Checkoway), (16) "The Social Work Practicum as Service-Learning" (Lily Jarman-Rohde and John E. Tropman); and (17) "Linking Community Service with Independent Studies" (Toby Citrin);(Contains approximately 75 references.) (CH)

Explores what the "knowledge base for school learning" described by M. Wang, G. Haertel, and H. Walberg might mean for education by describing some cases of school learning from fieldwork in elementary schools. The focus is on psychological dimensions of school learning. (SLD)

Reviews six works by Connie Miller, Comp., and Corinna Treitel (1991); Margrit Eichler (1987); Carol A. B. Warren (1988); Beth Hartung, Ed., and others (1988); Joyce McCarl Nielsen, Ed. (1990); and Liz Stanley, Ed. (1990). Works span diversity of current writing about feminist methodologies, offer guidelines for producing nonsexist or feminist research, are centered in American experience, and fall short of being multicultural. (SLD)

The 1980s saw a dramatic change in the use of leisure as millions of Americans turned to vacations that emphasized exploration, learning, and renewed awareness of the natural world. The first part of this three-part sourcebook lists approximately 270 institutions, organizations, and businesses offering programs in outdoor education, environmental education, nature study, wilderness adventure, and various outdoor activities. Entries are listed alphabetically in seven categories: (1) college and university programs; (2) nature centers and natural history museums; (3) field institutes and natural history associations; (4) clubs and national associations; (5) tour agencies and lodges; (6) miscellaneous organizations (focusing mostly on photography, fishing, rock and mountain climbing, and sailing); and (7) programs based in Canada, Great Britain, France, and Latin America. Most entries contain address, phone number, program description, and approximate cost. In part 2, 11 vignettes provide animated personal accounts of varied programs. In part 3, indexes cross-reference entries by subject or orientation and by regions of the United States, Canada, and the world, and list those programs offering courses for college credit. Subject categories are biology, birds, family orientation, geology, mammals, marine science, Native Americans, outdoor leadership and survival training, photography, plants, rain forests, and women only. An appendix lists 28 books, periodicals, and information sources about outdoor learning vacations. (SV)

This publication seeks to give practical assistance to teachers and administrators responsible for teaching large classes at collges and universities in the United Kingdom. Areas covered include class size, problems related to learning and teaching, teaching strategies in specific disciplines, field study experience and other subjects. The 12 chapters in the publication are grouped into those which address theoretical issues, describe case studies, and discuss institutional support for change, and improving teaching/learning. The chapters are: (1) "An Introduction: the Content of Changes in Class Size" (Graham Gibbs and Alan Jenkins); (2) "The Problems of Learning and Teaching in Large Classes" (Andrew Ward and Alan Jenkins); (3) "Control and Independence" (Graham Gibbs); (4)"Active Learning in Structured Lectures" (Alan Jenkins); (5) "Introduction to Law: the Workbook Method" (Nick Johnson); (6) "Guided Reading in Biology: A Modified Keller System" (Ken Howells and Sue Piggott); (7) "Introductory Physics: Techniques and Resources for Large Classes" (Ashley A. Green); (8) "Over the Hills and Far Away: Retaining Field Study Experience Despite Larger Classes" (John R. Gold and Martin J. Haigh); (9)"Study Networks: Support Mechanisms for Large Groups of Part-Time Students" (Julie Hartley and Harinder Bahra); (10) "Thinking Strategically: A Subject Group's Attempts to Maintain Quality with Reduced Resources" (Frank Webster); (11) "Teaching Large Classes: The Institutional Perspective" (Clive Booth and David Watson); and (12) "Conclusion: Improving Teaching and Learning in Large Classes" (Graham Gibbs and Alan Jenkins). (A selective annotated bibliography contains 11 references.) (LEE)

Introduces the articles of this special issue focusing on randomized field trials in criminology. In spite of the overall lack of randomized field trials in criminology, some agencies and individuals are able to mount an impressive number of field trials, and these articles focus on their experiences. (SLD)

This study originated in 1968, when desegregation was being carried out mainly on a one-way basis, by busing minority pupils to predominantly white schools. Two of the districts studied, Charlottesville, Virginia, and Providence, Rhode Island, were then groping their way toward racial balance, primarily because of local pressures, and both had instituted some desegregation of black as well as white schools. The third district, the Sacramento City Unified School District, Sacramento, California, was resisting both racial balance and two-way desegregation when field work for this project began. Only early in 1972, when this research was ending, did the Sacramento district show signs of beginning to implement state racial balance requirements in its desegregation plans. The bulk of the research for this project was carried out under a contract to the Commission on Civil Rights. Most of the data were collected in the winter and spring of 1969 during field trips of approximately three weeks' duration to each of the districts. Field work included interviews with school district administrators, board members, principals, teachers, community leaders active in desegregation, parents, and students. School district records, organizational files, and newspaper accounts were examined. Local studies, reports, and position papers on desegregation were collected, and copies of court decisions, citizen complaints, public hearings, and legislation bearing on desegregation were studied. (Author/JM)

Psychosocial adaptations are sometimes affected by experiences that are ordinarily considered to be amusements. In 1974, a field study was undertaken by the Program on Psychosocial Adaptation and the Future to determine if it is possible to measure the effect of television on adult viewers. A sample of 260 couples, controlled for demographic characteristics and attitudes, was divided into five groups; each group was assigned to watch one of five diets of television programing; (1) high in helpful content; (2) high in hurtful content; (3) neutral; (4) mixed; and (5) self-selected. After 20 hours of viewing, subjects were given mood adjective checklist tests. Results suggest that some types of emotionally arousing programing may decrease aggressive manifestations. Results for hurtful programing were not conclusive. A tabular summary of the data is provided. (EMH)

This anthropological study examines whether sociocultural factors are basic to the etiology of stuttering through (1) an investigation of the incidence of stuttering in a single ethnic group, Puerto Rican rural migrants living in two different cultural milieus (San Juan and New York City), and (2) a comparison of the sociocultural variables in the lifeways of the migrants in the two cities. The study focuses on the validity of the theory that stuttering is a deviant linguistic response to sociocultural stress. A section on perspectives in stuttering provides an overview, a literature review, methodology, procedures, and statistical findings. A cultural-historical perspective of Puerto Rico covers topics such as the Spanish heritage and the North American overlay, rural subcultures in Puerto Rico, and the migrants in San Juan. A cultural-historical perspective of the United States likewise provides a discussion of the migrants in New York City, a comparison of the migrants in San Juan and in New York, contemporary American working-class values, and the American heritage. The final section discusses stuttering and stress. A series of inferences derived from the study are made, among them being the relation between dominant values of a culture and the prevalence or lack of stuttering, and the importance of cultural and socioeconomic factors. Suggestions for further research are made. (Author/AM)

A major portion of the collection of 20 readings authored by practicing professionals consists of field observations presented both as raw data (field notes) and as analyzed and organized data. About the work of nurses in a variety of settings, a recurrent theme is that work behavior is greatly influenced by organizational and structural elements in each place of work, as well as by social and cultural features in the society at large. Part 1, Inside the Hospital, includes the following sections: the head nurse, two perennial problems (death, pain), some special wards (managerial agent versus therapist role, mental illness and the tuberculosis patient, intensive care, the premature nursery, and the pediatric ward), the emergency room (health care system, a student's perceptions, and value transmission to student), and the guest role of nurse educators in health agency settings. Part 2, Outside the Hospital, covers: the development of a community clinic by two nurses, the nurse as leader in the Lamaze experience, surveillance in long-term illness, aspects of public health work, dying at home, the work of the visiting nurse, and social isolation and strategies for managing life in chronic illness. Each chapter concludes with discussion questions. (Author/MS)

Twenty mental health consultant reports are presented on the field testing of three questionnaires for identifying potential problems in schools. The staff and student questionnaires are broken into ten areas: student characteristics and relationships; student general satisfaction; student-teacher relationships; teacher characteristics and relationships; principal-student relationships; principal-teacher relationships; school-community relationships; groups at risk--including cheaters, dropouts, vandals, and activists; community characteristics; and school features--such as busing, class size, and physical facilities. The principals' questionnaire, the Demographic Information Form, is used to record demographic data about the school and community, as well as opinions about the ten problem areas. One report involves three elementary schools; the remainder, including a validity study of the student questionnaire, involve secondary schools. A variety of schools were represented in these reports--urban, rural, parochial, open plan, and open enrollment. Some had experienced specific problems, such as dropouts, racial strife, and poor relationships between principals, students, and teachers. In general, the consultants were positive about the impact of the questionnaires, since staff and administration were motivated to examine problems carefully, and to confirm opinions about strengths and weaknesses of their schools. No firm conclusions could be reached because of the relativly small number of schools involved in the field testing. (CP)