Further, materials were challenged due to "occult" or "Satanic" themes, an additional were challenged due to their "religious viewpoint," and because they were "anti-family. Please note that the number of challenges and the number of reasons for those challenges do not match because works are often challenged on more than one ground. There were challenges to materials used in college classes, and 30 to academic libraries. There are isolated cases of challenges to library materials made available in or by prisons, special libraries, community groups, and students.
The vast majority of challenges were initiated by parents 2, , with patrons and administrators to follow and respectively.
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This number reflects all the challenges we received since July 31, for the time period. OIF has only been collecting data about banned banned books since , so we do not have any lists of frequently challenged books or authors before that date. Skip to main content. This YA novel was challenged and banned in multiple school districts because it discusses suicide.
The Absolutely True Diary of a Part-Time Indian written by Sherman Alexie Consistently challenged since its publication in for acknowledging issues such as poverty, alcoholism, and sexuality, this National Book Award winner was challenged in school curriculums because of profanity and situations that were deemed sexually explicit. I Am Jazz written by Jessica Herthel and Jazz Jennings and illustrated by Shelagh McNicholas This autobiographical picture book co-written by the year-old protagonist was challenged because it addresses gender identity.
National Institute of Education Grant. Lotan Producing equal-status interaction in the heterogeneous classroom. American Educational Research Journal Roper Modification of interracial interaction disability: An application of status characteristic theory. American Sociological Review Comer, James P. Phi Delta Kappan 67 6 Connell, J. Wellborn Competence, autonomy, and relatedness: A motivational analysis of self-system analyses.
Gunnar and L. Sroufe, eds. The Minnesota Symposia on Child Psychology. Hillsdale, NJ: Erlbaum. Dalton, S. Educational Research Report No. Dauber, S. Epstein Parents' attitudes and practices of involvement in inner-city elementary and middle schools. Chavkin, ed. New York: Falmer Press. International Journal of Behavioral Development 16 3 DeVos, G.
Yinger and S. Cutler, eds. New York: American Sociological Association. Hispanic Journal of Behavioral Sciences 10 2 Dornbusch, S. Ritter Parents of high school students: A neglected resource.
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Educational Horizons Entwisle, D. Alexander in press Family type and children's growth in reading and math over the primary grades. Journal of Marriage and the Family. Epstein, J.
Unger and M. Sussman, eds. New York: Haworth Press. Alkin, ed. New York: MacMillan. Dauber School programs and teacher practices of parental involvement in inner-city elementary and middle schools. Elementary School Journal 91 3 Connors, and K. Garcia, E. Darling-Hammond, ed. Gee, J. Journal of Education Journal of Education 1 London: Falmer. Gibson, M. Ithaca: Cornell University Press. Giles, Michael W. Social Science Quarterly 58 3 Gimmestad, B.
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DeChiara Dramatic plays: A vehicle for prejudice reduction in the elementary school. Journal of Educational Research 76 1 Glenn, C. New York: Garland. Goldenberg, C. Gallimore Local knowledge, research knowledge, and educational change: A case study of first-grade Spanish reading improvement.
Educational Researcher 20 8 Gutierrez, K. Education and Urban Society 24 2 International Journal of Educational Reform 3 1 Larson, and B. Kreuter Cultural tensions in the scripted classroom. The value of the subjugated perspective. Urban Education 29 4 Hansen, C. Bachu Foreign born population, Current Population Reports. Bureau of the Census. Washington, D. Department of Commerce. Harklau, Linda Tracking and linguistic minority students: Consequences of ability grouping for second language learners. Linguistics and Education 6 3 Health, S.
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New York: Cambridge University Press. Henderson, A. Hewstone, M. Brown Contact is not enough: An intergroup perspective on the 'contact hypothesis. Hewstone and R. Brown, eds. New York: Basil Blackwell. Hidalgo, Nitza M. Bright, S. Sui, S. Swap, and J. Epstein Research on families, schools, and communities: A multicultural perspective. Banks and C. Banks, eds. Isaacs, H. Crawford, ed. Chicago: University of Chicago Press.
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Johnson, V. Center Report Johnson, D. Johnson Effects of cooperative and individualistic learning experiences on interethnic interaction. Journal of Educational Psychology Lambert, W. Cazabon Students' Views of the Amigos Program. Research Report Lampert, M. American Educational Research Journal 27 1 Lave, J.