Bibliography: New Mexico (page 108 of 235)

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 Hector G. Vasquez, Robert D. Waterman, Austin Southwest Educational Development Lab, Richard A. King, Jesse Walter Fewkes, Clyde Benally, Marylou Butler, Stephen W. Stile, Jerry McDowell, and Susan E. Brown.

Lippitt, Linda; And Others (1993). Integrating Teaching Styles with Students' Learning Styles (Series of 14). This document begins with a report of a study of the learning styles of American Indian students at the Sante Fe Indian School (New Mexico). Santa Fe Indian School is a secondary school of 550 students, primarily from the Pueblo communities of New Mexico. A learning style assessment instrument was administered to 459 students, Grades 7-12, in 4 tribal language groups. A preferred instructional style was not found overall or for any of the tribal language groups. Analysis of student profiles suggests that teaching strategies and curriculum should focus on: small-group learning activities; developing a positive rapport between teachers and students; augmenting information-processing skills that address right and left hemispheric approaches to learning; and developing a flexible instructional delivery that incorporates information on individual learning styles. Following the report, 14 social studies and language arts lesson units, developed for Indian middle school students as a result of the study are presented, based on the 4MAT instructional model that acknowledges a diversity of learning styles and incorporates both right and left hemispheric modes of learning. The units cover various topics related to American Indian history and culture, cultural exchange, outdoor education, study skills, and thinking skills. Each unit consists of lesson plans and learning activities related to creating and analyzing an experience; integrating experience with analysis; teaching, practicing, and personalizing the concept; analyzing personal application; and celebrating knowledge gained.   [More]  Descriptors: American Indian Culture, American Indian Education, American Indians, Brain Hemisphere Functions

Fewkes, Jesse Walter (1989). The Mimbres: Art and Archeology. A Reprint of Three Essays. This book contains reprints of three essays by Jesse Walter Fewkes (1850-1930) on the pottery of the prehistoric Mimbres Indians. The three papers were originally published by the Smithsonian Institution between 1914 and 1924. The first, "Archeology of the Lower Mimbres Valley, New Mexico," examines historical references to ancient Indian settlements in the valley and provides detailed descriptions of some ruins along the Mimbres River, including grave sites, pottery, mortars, stone implements, and pictographs. Mimbres pottery, architecture, and burial practices are compared with those of ancient Indians in other parts of the Southwest. The essay concludes that changes in the river's course resulted in a shifting prehistoric population. The second essay, "Designs on Prehistoric Pottery from the Mimbres Valley, New Mexico," depicts the salient physical features of the valley and the ancient pottery discovered there. Pieces of pottery and their designs, largely animals and geometric figures, are described in detail. Evidence that Mimbres pottery was not confined to the valley is discusssed. The third essay, "Additional Designs on Prehistoric Mimbres Pottery," published in 1924, describes materials examined subsequent to the previous articles. While the designs described in this paper add to existing information, they do not materially change the conclusions of the previous essays. Drawings and photographs illustrate the pottery designs, and a map of the archaeologically rich region is included. This book includes numerous pottery designs and a map of Mimbres Valley. Descriptors: American Indian Culture, American Indian History, American Indian Studies, American Indians

Congress of the U.S., Washington, DC. Senate Committee on the Judiciary. (1991). Minority Overrepresentation in the Juvenile Justice System. Hearing before the Subcommittee on Juvenile Justice of the Committee on the Judiciary. United States Senate, One Hundred Second Congress, First Session on the Status of the Juvenile Justice System in America, Focusing on the Causes of Minority Overrepresentation and the Plight of Minority Youth in Inner Cities. The United States Senate's Subcommittee on Juvenile Justice heard testimony on minority overrepresentation in the juvenile justice system and the sentencing of minorities within that system. In particular, the Subcommittee heard testimony from eight witnesses who suggested short- and long-term approaches for helping to eliminate racial bias in the juvenile justice system, as well as the need for more family and community services. Before the witnesses testified, Senator J. R. Biden, Jr., addressed the subcommittee on the pressing nature of the issues. The following witnesses appeared in two panels: (1) T. Cavalier, an apprentice at Youth Development, Inc. (Albuquerque, New Mexico); (2) R. Chavez, the Assistant Executive Director of Youth Development, Inc. (Albuquerque, New Mexico); (3) I. Fulwood, Jr., Chief of Police in Washington (District of Columbia); (4) C. Hunter, a graduate of Kenosha County (Wisconsin) Community-Based Services Program; (5) D. Ramirez, a judge in Denver (Colorado); (6) L. LeFlore of the Institute of Juvenile Justice Administration and Delinquency Prevention (Hattiesburg, Mississippi); (7) C. Williams of the Center for the Study of Social Policy (Washington, District of Columbia); and (8) C. O'Donnell of the Center for Youth Research, University of Hawaii (Honolulu, Hawaii). The witnesses described their personal experiences either as minority individuals in the juvenile justice system or as workers within the system and made suggestions for change and correction.   [More]  Descriptors: Affirmative Action, Correctional Institutions, Delinquency, Disadvantaged Youth

Congress of the U.S., Washington, DC. Senate Select Committee on Indian Affairs. (1990). Carl D. Perkins Vocational Education Act. Hearing before the Select Committee on Indian Affairs on S. 496 To Amend the Carl D. Perkins Vocational Education Act To Establish a Program of Grants for Vocational-Technical Training and To Encourage Tribal Economic Development, To Provide for the Designation of the National Indian Center for Research in Vocational-Technical Training. United States Senate, One Hundred First Congress, First Session (September 15, 1989). This document contains the text of a Senate hearing examining proposed changes (S. 496) to the Carl D. Perkins Vocational Education Act. The amendment would take effect in October 1991 to establish a program of grants for vocational-technical training and to provide for the designation of the National Indian Center for Research in Vocational-Technical Training. Statements are given by U.S. Senator Jeff Bingaman of New Mexico; Jo Jo Hunt, executive director of the National Advisory Council on Indian Education; David Gipp, president of the United Tribes Technical College (UTTC) in Bismarck, North Dakota; Russell Hawkins, UTTC chairman of the board; Gerald Monette, former president of the American Indian Higher Education Consortium, James M. Tutt, president of Crownpoint (New Mexico) Institute of Technology; Mike Doss and Karen Funk, of the National Indian Education Association; Roger Bordeaux, executive director of the Association of Community Tribal Schools, Vermillion, South Dakota; and Nelson Thompson, president of the Association of Navajo Community Controlled School Boards, Window Rock, Arizona. The majority of witnesses spoke in favor of the amendment, saying it would improve Indians' access to vocational education, educational equity, and economic development.   [More]  Descriptors: Access to Education, American Indian Education, American Indians, Educational Equity (Finance)

Carnicom, Gene E. (1982). Flying High With Civil Air Patrol: The Sierra Blanca Civil Air Patrol Squadron. The Sierra Blanca Civil Air Patrol (CAP) Cadet Squadron from Mescalero, New Mexico, is a program funded by the tribe and the state of New Mexico for Mescalero Apache youth. The national CAP Cadet Program promotes moral leadership, aerospace education, leadership, and physical fitness; Mescalero cadets have learned self-confidence and leadership skills from participation in the program. Although many Mescalero cadets were initially shy and embarrassed when they excelled in activities, had to do public speaking, or were placed in leadership positions, some have overcome their shyness and assumed positions of responsibility in the Squadron. Other problems have been: occasional cultural conflicts between some Mescalero cadets and some white cadets from Ruidoso, where Squadron meetings take place; problematic attendance at meetings and special training events; lack of parental involvement; and peer pressure. The CAP offers alternatives to drug or alcohol abuse and encourages school attendance. Since the Sierra Blanca Squadron has no aircraft, it emphasizes emergency medical services, radio communications, and ground search and rescue activities, which are useful because the mountainous terrain and high altitude results in a high accident rate among civilian pilots. The history of the national CAP, its requirements, and its mission are also described. Descriptors: American Indian Education, Cultural Differences, Cultural Influences, Financial Support

Swift, Doug (1982). Declining Enrollment and the "Very Small" School District. New Mexico's 19 "very small" school districts (fewer than 300 average daily membership K-12 in 1981-82) were studied to identify major problems (including program deficiencies and actions being taken to alleviate those problems), to determine appropriate additional measures which might be helpful in resolving the problems, and to ascertain whether adjustments in the funding formula would substantially alleviate any of the problems. Although very small districts are largely ignored in the literature, the 19 very small districts represent 21% of New Mexico's school districts. Data were obtained from a questionnaire sent to the superintendents, from a meeting of representatives from 10 of the smallest districts, and from information from the public school finance division and the state department of education. The four primary concerns of the school districts were: certification, multiple endorsement, and staff development; adequate instructional programs and student services; salary comparability; and housing and community resources. There are some things that can be done (some examples are given) within individual districts, among districts, and in conjunction with nearby postsecondary schools to alleviate many of the problems. The encouragement and leadership of state regulatory and funding agencies, the Legislature, and state professional organizations are also needed.   [More]  Descriptors: Community Action, Community Resources, Cooperation, Curriculum Problems

Stile, Stephen W.; McDowell, Jerry (1982). Results of an Inservice Training Program for Rural Early Childhood Special Educators. A 3-year university-based inservice training model for personnel serving handicapped preschoolers (aged 0-5) in rural New Mexico has been comprised of seven major steps: establishment of traineeships, information dissemination/recruitment, selection of trainees, needs assessment, development of coursework, training, and evaluation. Twenty-eight trainees representing 23 of New Mexico's 32 counties have received 5 weeks of intensive didactic training and hands-on experience through the third year of the project and all have agreed to provide follow-up inservice training in their home or contiguous counties upon request. Stated criteria for six of eight outputs were obtained or surpassed during the first 22 months of the project (one output was not measured due to lack of a satisfactory observation instrument). Major problems encountered included a fixed budget coupled with rising costs, lack of follow-up activities by some former trainees, and delays brought about by faculty assignments which conflicted with the director's quarter-time project responsibilities. Project spin-offs included: recognition by various state, regional, and national groups; materials requested and supplied for field-based training purposes; and involvement of the director on a state planning task force for early childhood education of the handicapped. Descriptors: College Programs, Delivery Systems, Higher Education, Inservice Education

Amodeo, Luiza B.; And Others (1983). A Unique Delivery System to Rural Schools: The NMSU-Space Center Microcomputer Van Program. Collaboration between New Mexico State University's College of Education and three other entities has led to the computer experience microvan program, implemented in 1983, a unique system for bringing microcomputers into rural New Mexico K-12 classrooms. The International Space Hall of Fame Foundation provides the van, International Space Center staff provide administrative coordination and support for scheduling, Texas Instruments Corporation (TI) supplies the microcomputers and software (including the TI LOGO Curriculum Guide, based on Piaget's theory of intellectual development), and the College provides two instructors who travel with the van, plus various support and maintenance functions. Participating school districts pay $150 per day per visit in program cost so they will feel a commitment to effective utilization of the program. Primary project objectives are computer awareness, computer literacy, and hands-on machine time for students and teachers. Students receive instruction during the school day, after which teachers are provided with more detailed instruction and review of available software. First-year evaluations are positive. Rural teachers, many of whom experienced anxiety about computers, are reassured to learn that the van personnel are professional educators, not computer scientists. Rural students benefit from exposure to microcomputers. Participants want the van to return so they can have more hands-on computer time. Descriptors: Agency Cooperation, Computer Literacy, Computer Programs, Cooperative Programs

Butler, Marylou; Waterman, Robert D. (1993). Candidacy as a Transformational Process. This paper analyzes the accreditation candidacy of New Mexico's Southwestern College (SC) and sees it as a transformational process for the institution. SC is a private, non-profit, special-purpose, graduate level institution in Santa Fe, New Mexico which offers masters programs in counseling and art therapy. The school achieved candidacy for accreditation in February, 1992, following an unsuccessful attempt in 1988-89. The accreditation process affected leadership of the institution through a shift from presidential to Board leadership after a long period of leadership by the founding president. The process made the organizational development more consistent with SC educational philosophy, mission, and purposes through examination of what was thought to be a participatory management style and discovery that a situational management was in place that was no longer suitable to the institution. The process changed the educational mission and programs through a reworking of the mission statement and educational philosophy as distinct statements, a phasing out of the Bachelors degree completion program, and reassessment of student recruitment efforts. Finally, the process changed the institutional relationship to accreditation so that SC now sees accreditation as integral to the fulfillment of its vision rather than as an external hurdle. Includes an appendix comparing approaches to accreditation, a 28-item bibliography, and 6 references.   [More]  Descriptors: Accreditation (Institutions), Adult Students, College Administration, College Programs

Jacobs, Dolores (1997). Science Explorers Translation Project. This paper describes a pilot project of Los Alamos National Laboratory (New Mexico) to translate a science education curriculum for junior and senior high school students into Navajo. The project consisted of translating a video, a teacher's guide, and an interactive multimedia product on the 1993 hantavirus outbreak in the Four Corners area (adjacent areas of New Mexico, Arizona, Utah, and Colorado). The video presents a medical mystery and tells the story of how the virus was identified and treated. The focus of the story is the medical community; how their methods contributed to eventual understanding of environmental and physiological reasons for the outbreak; and cultural, social, and economic impacts on local communities. The teacher's guide contains classroom activities that lead students through an investigation illustrating the real issues that scientists face. The translation project began through discussions with an advisory group of teachers on the Navajo Nation. Advertisements for translators were placed in local newspapers, and a team of five translators was formed: two teachers, a linguist, a patient advocate who translates medical procedures, and a farmer/businessman with relevant interests. Team members attended training sessions and committed to working 120 hours on the translation and attending monthly consensus workshops. Problems encountered and solved by the team are discussed. The translated products will be piloted by five teachers who will use the Navajo and English versions, side by side. Evaluation questions and project benefits are noted.   [More]  Descriptors: American Indian Education, Bilingual Instructional Materials, Discovery Learning, Institutional Cooperation

Brown, Susan E.; Vasquez, Hector G. (1982). Pluralism in the Legal Profession: Models for Minority Access. Eight papers on models for minority access to the legal profession cover outstanding programs which facilitate access to and success in higher education, concentrating on recruitment, retention, and bar passage. Susan Brown's introduction presents statistics on yearly minority enrollment in legal studies through 1981 and discusses policy perspectives. Brown's discussion of the New Mexico Supreme Court's 1980 Melendez v. Burciaga hearing on New Mexico's bar examination covers issues, proposals, and revisions instituted in the examination. Brown's third paper notes relevance for the legal profession of the simulated Medical College Admissions Test, developed to identify deficiencies in knowledge and skills so these may be remedied before students enter professional school. Angel Lopez describes the history and accomplishments of the Oregon State Bar's affirmative action program since 1973. The Professional Development Program at the University of California, Berkeley, is discuseed by Hector Vasquez as a model for law school retention programs. Celestino Fernandez summarizes information obtained through a questionnaire to all 171 American Bar Association-approved United States law schools. Hector Vasquez discusses the implications of several recent legal decisions for law school admissions criteria. Finally, Claire Levay and Marlene Copeland list 66 possible sources of financial aid for minority law students. Descriptors: Access to Education, Admission Criteria, Affirmative Action, American Indians

Southwest Educational Development Lab., Austin, TX. (1994). Native Education Resources in the Southwestern Region. 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.   [More]  Descriptors: American Indian Culture, American Indian Education, American Indian Reservations, Colleges

Benally, Clyde; And Others (1982). A Utah Navajo History = Dineji Nakee' Naahane'. This book presents Navajo history in two aspects–traditional stories that describe the ancestors of the Navajo and explain how the Earth-Surface World was changed from monster-filled chaos into the well-ordered world of today, and historical events from 1525 to today after the Navajos had settled in the Southwest. Events described include settlement in the Four Corners region, first encounter and war with the Spaniards, the Pueblo Revolt of 1680, 4 years of peace among tribes and the Spaniards, cultural exchange with the Pueblo and Spaniards, effects of the Mexican Revolution, and slave trade. Events occurring with western settlement were intrusion of the United States Army into New Mexico; confusion and conflict with the new government and Indian affairs of New Mexico; death of Narbona, a Navajo leader of peace; signing of the Washington treaty; leadership under Manuelito, a Navajo leader; Kit Carson's campaign to imprison Navajos and Apaches; the Long Walk to Bosque Redondo, which served as a reservation; life at Ft. Sumner; the Long Walk back to Navajoland; rebirth of Navajo country; expansion of the Navajo reservation; and the coming of traders. Recent events involving Navajos include livestock reduction, the New Deal Plan, formation of tribal government, and education of Navajo children. The Treaty of 1868 with the United States is appended.   [More]  Descriptors: American Indian Culture, American Indian Education, American Indian History, American Indian Literature

King, Richard A. (1983). Revising State Financial Support during Enrollment Decline. The three parts of this paper present a review of how the states provide state aid formula adjustments for enrollment decline, findings of a survey of New Mexico superintendents regarding revision of the state's formula, and the implications of formula revision for the goals of school finance reform. First, it is noted that there is a trend toward adoption of adjustments in school finance formulas to assist school districts in decline. Several different ways state formulas are adjusted are outlined, including "hold harmless" provisions, funding a percentage of decline, and averaging of prior years' student count. Next, a survey of 60 New Mexico superintendents is discussed, with the findings that 46 percent favored continued study of possible formula alterations, 28 percent felt that enrollment decline should definitely be addressed in the formula, and 13 percent indicated that the formula should not address decline. Respondents made 43 suggestions about what form adjustments might take. The author concludes with a discussion of why he feels formula adjustments may run counter to efforts to distribute revenues equitably. He recommends that only severely impacted districts should receive assistance, and then only on a short-term basis.   [More]  Descriptors: Administrator Attitudes, Declining Enrollment, Educational Equity (Finance), Elementary Secondary Education

Stout, Irving W.; Pratt, Wayne T. (1971). Proposed Basic Policies – Borrego Pass School. A Statement of Intent for the Purpose of Contracting with the BIA for the Operation of Our School. The recommendations and decisions identified in this document are the decisions of the Borrego Pass, New Mexico, School Board. The board was assisted by counsultants who researched both the Bureau of Indian Affairs (BIA) and public school practices in the various phases of elementary school operations. Generally, the following format is followed in the document concerning each area of school operation: (1) Federal law, regulation, and/or BIA practice; (2) New Mexico law, regulation, and/or Gallup-McKinley County school practice; and (3) the proposed policy of the Borrego Pass School Board. Areas of school operation covered are administrative services (e.g., construction, maintenance, transportation, certification, recordkeeping, and budgeting); program services (e.g., accreditation, bilingual instruction, guidance, preschool and adult education, and summer school); and support services (e.g., health services, food policies, and social services). The statements are not all-inclusive but are intended only to introduce school board members to the kinds of policy decisions that must be made when a local school board takes over full or partial control of a BIA school. Inlcuded are 31 relevant appendices.   [More]  Descriptors: American Indians, Boards of Education, Day Schools, Educational Policy

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