Bibliography: New Mexico Politics (page 3 of 5)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the GPNM . US website.  Some of the authors featured on this page include Susan Tanner Holderness, Toni Hopper, Jesus "Metro" Martinez, History of Higher Education Annual, Ignacio R. Cordova, Frederick C. Wendel, Martin Burlingame, Richard A. King, Clarence J. Fioke, and Koy Floyd.

Fioke, Clarence J.; King, Richard A. (1982). Shifting Governance and Control in Church-Related Institutions of Higher Education. Factors related to shifts in governance patterns of church-related private colleges were investigated through historical document analysis, interviews with 34 presidents and board members, and 59 questionnaires returned by current and past board members of 2 New Mexico institutions. Document analysis focused upon mission statements, annual reports, catalogs, press releases, newspaper articles, alumni bulletins, school newspapers, and faculty council minutes. Attention was directed to shifts in governance patterns over the past three decades (late 1940s through December 1981) for two southwestern colleges, both related to the Roman Catholic Church and operated as coeducational, 4-year undergraduate institutions. Since the 1960s, board composition of the two institutions shifted from absolute religious domination toward a shared religious/law membership. In addition, the size of the boards increased to accommodate the demands for lay representation. The composition of the boards at both colleges reveals dramatic changes in the number of trustees, in the proportion of religious to lay members, and by the addition of students and alumni. Four major factors were involved in the shifting governance patterns: ownership, funding sources, value structures, and politics. The findings suggest that transitions in governance and control in a church-related college are influenced primarily by shifts in value orientations, while the formation of responses to these shifts is primarily a political process, dependent upon the ownership of and sources of funding for the institution. Additional theoretical propositions regarding governance patterns and recommendations for policy development are proposed. A bibliography is appended.   [More]  Descriptors: Administrative Policy, Catholics, Church Related Colleges, Church Role

Cordova, Ignacio R. (1969). The Relationship of Acculturation, Achievement, and Alienation Among Spanish American Sixth Grade Students. In an effort to discover relationships between acculturation, achievement, and teacher expectations as sources of alienation of Spanish American students, a sample of 477 6th grade students in 16 schools in Northern New Mexico was studied. The teacher sample found that: (1) no significant relationship existed between composite achievement and alienation; (2) negatively correlated relationships existed between composite achievement, politics, education, and health; (3) a positive correlation appeared between teacher expectation and composite alienation; and (4) no significant relationship existed between teacher expectation and composite acculturation. It was concluded that alienation of the Spanish American student may be largely attributed to inflexible curricula and activities which fail to involve the Spanish American student cognitively as well as affectively.   [More]  Descriptors: Academic Achievement, Acculturation, Curriculum Enrichment, Curriculum Evaluation

Wendel, Frederick C., Ed. (1992). Issues of Professional Preparation and Practice. UCEA Monograph Series. This report includes three papers on longstanding questions in educational administration. In chapter 1, "The New Realities: The Social and Economic Context of Administrator Preparation," Thomas A. Mulkeen outlines the changes that have immediate impact for public education and preparation programs. A shift in the U.S. economy from an industrial base to a knowledge and information base, a rapidly changing and impermanent economy, decentralization, and people-oriented institutions will require changes in public education. In chapter 2, "The Politics of State Educational Policymaking: Usefulness of the Kingdon Model," Susan Tanner Holderness examines educational policymaking in New Mexico and analyzes why policymakers act on some issues and not others. Certain factors contributed to politicization of the state's controversial standards for its gifted program. In chapter 3, "Coping in the Superintendency: Gender-Related Perspectives," Jane C. Lindle, Linda DeMarco Miller, and Joseph F. Lagana examine the coping strategies of male and female superintendents responding to job pressures. Interviews with 30 superintendents in Pennsylvania public school districts found that men tend to relate stress in their positions with politics, and women equate it with their gender. (Contains 86 references.)   [More]  Descriptors: Administrator Education, Administrator Effectiveness, Administrator Role, Decision Making

Hopper, Toni (1997). Strategic Goals for 2000. This is the report of the 2000 New Mexico Association of Community Colleges (NMACC) Strategic Planning Conference. Participants worked in small groups to identify the most probable and the most desirable world for the year 2000. Results for the most probable world include: (1) education would be available to many consumers, using many delivery systems with varying quality and affordability; (2) communication technology would make global environment local; (3) politics would have a heavy influence on policy decisions; (4) there would be a growing underclass unprepared for better opportunities; and (5) competencies and accountability would be more valued than traditional measures (such as degrees and transcripts). Results for the most desirable world include: (1) the world would be at peace; (2) each individual would have total economic security; (3) the world would be crime free; and (4) there would be universal health care. The report also includes probable and desirable futures for NMACC. The most probable futures list includes: (1) there would be a need to replace aging faculty and staff; (2) community colleges would be valued for their role as centers for workforce and economic development; (3) four-year colleges would provide greater competition for students and funding; and (4) community colleges would be more accessible in terms of cost, scheduling, variety of delivery systems, and locations. Includes action plans for developing the most desirable goals for NMACC in 2000.   [More]  Descriptors: Age, Change Strategies, College Faculty, Community Colleges

History of Higher Education Annual (1990). History of Higher Education Annual, 1990. This annual compilation contains six papers depicting a complex array of relationships which have historically existed between the higher education academy and the community. These relationships reveal mutual involvement, dependence, support, and conflict. In "The University of Padua 1405-1600: A Success Story," (Paul F. Grendler) the beneficial, cooperative relationships between the Venetian ruling class and the university are revealed. Next, "When Professors Had Servants: Prestige, Pay, and Professionalism, 1860-1917" (W. Bruce Leslie), looks at turn of the century town-gown relations at four American colleges. The development of municipal higher education and female education are addressed in "Subway Scholars at Concrete Campuses: Daughters of Jewish Immigrants Prepare for the Teaching Profession, New York City, 1920-1940" (Ruth Jacknow Markowitz). A case of town-gown conflict in the 1930s is examined in "Politics, Science, and Education in New Mexico: The Racial-Attitudes Survey of 1933" (Lynne Marie Getz). In "The Gender Effect: The Early Curricula of Beloit College and Rockford Female Seminary" Lucy Townsend shows how a community intervened when a college board of trustees failed to live up to its mission. The last paper, "Toward a Political History of American Foundations" (David C. Hammack) reviews three books which question the claim that philanthropic foundations represent community interests to universities and colleges. Descriptors: Colleges, Community Cooperation, Educational History, Higher Education

Long, James S. (1982). A Dilemma about Homemakers' Involvement in Developing Public Policies That Affect the Family. As a society, we believe that persons affected by a public decision should be represented in the development of that policy. The Family Community Leadership program (FCL), recently launched in Alaska, Colorado, Hawaii, New Mexico, Oregon, and Washington, has been established to increase homemakers' understanding of social concerns that influence families, and to increase their skills and participation in dealing with these concerns in the public arena. However, observation indicates that homemakers' involvement in public affairs increases tension within their families. Several studies, i.e, a 1977 study by the Center for American Women and Politics, the evaluation of public affairs leadership development programs in five states (California, Washington, Montana, Michigan, and Pennsylvania), and the Impact Assessment of the Washington Agriculture and Forestry Leadership program, confirm this observation of increased family tension, and indicate a negative influence on future participation in public affairs for homemakers. Further analyses of the data from these surveys indicates that homemakers tend to use two broad strategies for coping with increased family tension: isolation/insulation (keeping the strain from family members), or integration/reintegration (incorporating new demands into the family's life style). These findings have implications for public affairs education in the university extension, whose programs might incorporate, in addition to the traditional foci of public affairs education programs, content and skills that will help participants anticipate intrapersonal and interpersonal growth stress, and that will equip them to help their families adjust to new roles and relationships. Descriptors: Citizen Participation, Citizenship Education, Curriculum Development, Extension Education

de Varona, Frank; And Others (1989). Hispanics in U.S. History. Volume 1: Through 1865. Volume 2: 1865 to the Present. The Newcomers Series. Each of these two textbooks on Hispanic-American history contains 4 units divided into 20 chapters. Each chapter includes an overarching question; text; reading comprehension questions; study tips; an activity involving geography skills, links between past and present, or daily life; an activity involving arts and technology or using primary sources; a short biography; and questions for critical thinking. Volume 1 units cover: (1) Spain and the New World, Spanish explorers in North America, conquest of Mexico and Peru, and Spanish colonies; (2) the settlement of La Florida, New Mexico, Arizona, Texas, and California; (3) Spanish gain and loss of Louisiana, 18th-century Spanish explorers, Spanish heroes in the American Revolution, and daily life in Spanish America; and (4) U.S.  acquisition of Florida, independence of Mexico, independence of Texas, the Mexican War, and Hispanics in the Civil War. Volume 2 units cover: (1) post-Civil War, the Spanish-American War, Hispanic immigration, and World War I; (2) the Great Depression, World War II, progress after World War II, and the Korean and Vietnam Wars; (3) the civil rights movement, Cuba and the Dominican Republic, and contributions and present status of Puerto Ricans, Mexican-Americans, Cuban-Americans, and other Hispanics; and (4) Hispanic-Americans in public life, including business and labor, politics, federal government, arts, sports, and science and technology. Each volume contains an index, a glossary, timelines, maps, graphs, and many photographs. Descriptors: American Indian History, Answer Keys, Hispanic American Culture, Hispanic Americans

Holderness, Susan Tanner (1990). The Politics of State Educational Policymaking: Usefulness of the Kingdon Model. Controversy surrounding the definition of the gifted student, as enacted through New Mexico's Public School Reform Act of 1986 (S.B. 106) is examined in this study. The Kingdon decision-making model is applied to examine the reasons for the persistence of the policy definition of "gifted," despite continuing controversy. The summary discusses the usefulness of the model for education at the micro level and for explaining how issues are defined as significant. Changing the policymaking process requires problem identification and awareness, the existence of viable alternatives, timing, and the presence of an advocate network. A conclusion is that the key to understanding policy change is the discovery of factors for an idea's acceptance and institutionalization. One figure is included. (19 references) Descriptors: Academically Gifted, Decision Making, Educational Policy, Elementary Secondary Education

Hales, William M., Jr.; Burlingame, Martin (1970). Technological In-Migration and Curricular Change; Educational Politics in Albuquerque, 1945-1965. The impact of a large in-migration of scientists and technicians on the educational policies of the Albuquerque, New Mexico, public school system from 1945 to 1965 was investigated for the purpose of analyzing the educational politics of a system related to an increasing tempo of demands for a more academic curriculum. A case study design which relied heavily on historical methodology was employed to explore the articulation, processing, and implementation of demands. Collection and analysis of documents and interviews were the major research methods used. The pre-Sputnik era (1945-57) featured educational demands by "technocrats" which produced no educational response. The Sputnik era (1957-58) legitimized those demands and resulted in greater curricular emphasis on science, math, and college preparatory programs. The post-Sputnik calm (1959-62) resulted in a reduction in political activity, educational demands, and curricular responses since demands had been substantially met during the previous period. The period of reaction (1963-65) emphasized compensatory and vocational education for the disadvantaged, and this was supported even by the technocrats.   [More]  Descriptors: College Preparation, Curriculum Development, Educational Change, Educational Demand

Le Doux, Eugene P.; Burlingame, Martin (1973). The Iannaccone-Lutz Model of School Board Change: A Replication in New Mexico, Educational Administration Quarterly. Scholarly growth in the study of politics of education rests in part on replication of theories to explicate recurring political events. Describes a study that sought to replicate and extend scholarly work done in California concerning the predictions of school board election results.   [More]  Descriptors: Boards of Education, Elections, Models, Politics

Samora, Julian, Ed. (1966). La Raza: Forgotten Americans. An effort to assess the status of the more than 4 million Spanish-speaking Americans (La Raza) in the Southwestern 5-state area of California, Texas, New Mexico, Arizona, and Colorado resulted in this collection of papers. The historical perspective of the positive factors in the development and persistence of the Spanish language is examined. The effort made by both Catholic and Protestant denominations to meet spiritual and socioeconomic needs of the Spanish-speaking population is pointed out. Also studied is the role of politics as a social instrument for improvement and as a shield against abuses, exploitation, and encroachments by the dominant society. Problems of predominately Mexican American migrant workers because of the lack of applicable labor legislation are examined.  The social prejudice in areas of education, employment, housing, law enforcement, and jury service encountered by Spanish-speaking people are indicated and related to programs in progress to improve their situation. Emphasis is placed on the heterogeneity of the group which accounts for their inability to acquire representation in political, economic, and social life. The acculturation pattern of Mexican Americans is described and demographic characteristics are given. Descriptors: Adjustment (to Environment), Bilingualism, Church Role, Civil Rights

Vaughan, Marianne, Comp.; And Others (1989). Conditions and Needs of Rural Education in the Southwest Region. The five states of the Southwest–Arkansas, Louisiana, New Mexico, Oklahoma, and Texas–represent great diversity in economies, politics, educational settings, and resources. Despite this diversity, research indicates that rural small schools are concerned about the same issues as education as a whole. The purpose of this report is to present the common needs and conditions of rural education in the Southwest region, to describe the specific condition of each state's rural schools, economies, legislative mandates, demographics, educational indicators, and policies, and to serve as a catalyst for examining the challenges facing rural educators and the communities they serve. The report presents a comprehensive picture of the condition of rural schools in the region and of unique conditions of schools within each state. It contains three major sections: a regional overview, a description of Southwestern rural and small schools, and individual state profiles for the five states. The regional overview examines demographic and economic trends, legislative mandates, public education funding, rural education conditions and needs, and strategies for addressing regional needs, including economic development. The section on the description of rural small schools includes demographic information. Each state profile includes information on the economics affecting rural schools and discusses consolidation, the uses of technology, and education service centers. This document includes 87 references, 20 demographic tables, and 8 demographic maps.   [More]  Descriptors: Demography, Economic Climate, Educational Assessment, Educational Finance

Luna, Lonnie Lynn (1986). The Local Control Index: A Proposed Model for Classifying Types of Local Control As a Function of Statutory Provisions. The purpose of this study was to derive an operational definition of local control and to devise a model, the Local Control Index, for classifying degrees of local control by using the education codes of eight states–Arizona, California, Illinois, Mississippi, New Mexico, New York, Oklahoma, and Texas. The Local Control Index consists of four profiles–Professionalism, Finance, Control, and Curriculum–which represent those areas usually included or excluded in state education codes. Political culture, constitutional law, and history form the skeletal framework of the Local Control Index. After an introductory statement of the problem and procedure, a review of the literature covers historiography of local control and its treatment from the perspectives of political science, educational politics, and the courts. Local control is defined, accordingly, as the power of the electorate or community to influence the legislation or policy-making process of the state and local boards within the value base of a given political culture. A conceptual framework is thus developed for the Local Control Index, along with instrumentation and a computational model. The study concludes that local control of education is a function of political culture, based on the authoritatively allocated values of professionalism, finance, control, and curriculum. Descriptors: Constitutional Law, Educational History, Educational Policy, Elementary Secondary Education

Martinez, Jesus "Metro", Ed.; Payan, Rose Marie, Ed. (1980). Conference Proceedings, the Education of Hispanics: "Issues for the 80's" (San Francisco, CA, January 15-18, 1980). The conference on the education of Hispanics was one of five regional conferences sponsored by the U.S. Office of Education in conjuction with regional offices of education. Conference participants attempted to analyze the federal government's commitment to establishing and implementing equal educational opportunities for Hispanic students, and to identify steps and make recommendations to give form and substance to that commitment. They also attempted to encourage the federal government to solve certain educational problems through the redirection of existing resources towards more effective uses. Participants specifically focused on the current status of the education of Hispanics in the areas of the census, politics, employment, the media, and finance, and made numerous recommendations for federal, state, and local action in all five areas of focus. Among the speakers were: Dr. Lorenza Calvillo Schmidt, California State Board of Education; Dr. Rene Cardenas, Bilingual Children's Television; Dr. Joseph O. Garcia, University of New Mexico; Ruben W. Espinosa, California Finance Reform Project; Hermilio Gloria, Office of Equal Employment Opportunity Commission; and Ester Estrada, Community Education and Activation Program. Descriptors: Bilingual Education, Census Figures, Demography, Educational Finance

Floyd, Koy; Burlingame, Martin (1974). Political Manipulation, Longevity and Educational Finance: Superintendents and State Legislators in a Single State. Like most States, New Mexico's legislature grants not only basic foundation money for public schools but also a small percentage of additional discretionary funds. While the foundation money is almost always dispersed in light of a rigid formula, the discretionary funds present the opportunity for political bargaining. While hardly of as obvious importance as the foundation grants, these additional funds offer incentives for district superintendents to form coalitions with their local legislators to influence the fund distribution. This study examined the influence of interpersonal manipulative tendencies of political actors (legislators and superintendents) and/or longevity in the role on the distribution of certain additional State funds.   [More]  Descriptors: Educational Finance, Educational Research, Legislators, Political Influences

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