Bibliography: New Mexico (page 114 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 Donnie A. Lawrence, Curt Mearns, Adrianna J. Kezar, Anya Dozier Enos, Vicente J. LLamas, Carroll L. Hall, Jerry D. Donnelly, Charles T. Townley, CLARK S. KNOWLTON, and Curtis R. Rogers.

KNOWLTON, CLARK S. (1964). THE SPANISH AMERICANS IN NEW MEXICO. THE SPANISH AMERICANS IN NEW MEXICO ARE UNDERGOING GREAT SOCIAL AND CULTURAL CHANGE. THEIR VILLAGE CULTURE, FORMED IN ISOLATION NEAR IRRIGATED LAND WHICH HAD REMAINED REMARKABLY STABLE FOR SEVERAL HUNDRED YEARS, IS BREAKING DOWN. THE SPANISH AMERICANS ARE LEAVING THEIR VILLAGES AND MIGRATING TO INDUSTRIAL CENTERS. FACTORS CONTRIBUTING TO THIS ARE–(1) LOSS OF MILLIONS OF ACRES THROUGH LAW SUITS, TAX SALES, AND PRECISE LAND REGISTRATION, (2) DECLINE OF THE SHEEP INDUSTRY, THE TRADITIONAL LIVESTOCK OF THE SPANISH AMERICANS, AND (3) EXPANDING PURCHASE OF LAND BY OUTSIDE INTERESTS FOR SUMMER RANGE AND INCOME TAX WRITE-OFF. THE AUTHOR CALLS FOR STUDIES OF THE SPANISH AMERICAN IN THE PROCESS OF CHANGE TO INDUSTRIALIZATION AND URBANIZATION.   [More]  Descriptors: Acculturation, Agricultural Laborers, Agriculture, Community Benefits

Lawrence, Donnie A. (1999). Who's Minding the Children: Juvenile Violence in the United States & What School Leaders Can Do about It. This paper presents a theoretical and historical treatment of juvenile violence in the United States, examines some current data on juvenile violence in and out of schools, and discusses the implications for educational leadership policy decisions. Sociological and social-psychological theories have tried to explain the intensifying violent behaviors exhibited by youth in America. Although theorists advance various explanations for youth violence, it is generally recognized that community-wide approaches of collaboration and partnerships will be necessary to check the rapid rise of youth violence across the United States. A total community approach would stress prevention and intervention with followups. Some interesting initiatives around the country might provide exemplary programming for communities. Several examples are described, focusing on activities in Texas, New Mexico, and New York. When programs of this sort are established throughout the United States, the answer to "Who's minding the children?" will be "We all are." An appendix lists 53 model programs with contact information. (Contains 32 references.)   [More]  Descriptors: Adolescents, Behavior Patterns, Delinquency, Elementary Secondary Education

Hall, Carroll L. (1983). Staff Accountability Plan for New Mexico Schools. Based on 18 months of extensive research and study, the New Mexico State Department of Education developed the Staff Accountability Plan to address the issue of teacher accountability and certification. This plan, which consists of three provisions, came into existence as a result of concern expressed by the general public, legislators, and various segments of the educational community regarding the quality of performance of certified personnel and the instructional process. The Staff Accountability Plan includes: (1) a written basic skills assessment as a part of teacher training programs; (2) a written assessment of general and professional knowledge for initial certification; and (3) an integrated program of on-the-job performance evaluation utilizing criteria of effective teaching and staff development activities. The intent of the plan is to develop an approach which emphasizes the shared responsibility each professional educator and educational organization must assume to assure quality instruction. Descriptors: Accountability, Competence, Elementary Secondary Education, Evaluation Criteria

Hall, Carroll L. (1981). Aspects of Teacher Accountability in New Mexico. The term "accountability" involves more than the recent demand by the public that schools justify the academic levels achieved by their students. Such aspects of accountability as teacher certification, school accreditation, educational evaluation, and student testing have existed for years. The New Mexico State Department of Education has recently raised for discussion four issues concerning teacher accountability: the use of teacher competency testing, merit pay for teachers, the use of assessed student progress in the evaluation of teachers, and the use of student performance data in the school accreditation process. A task force developed ten options for approaching these issues. A recombination of elements from some of these options provides material for further consideration. This new package applies accountability to teacher testing and hiring procedures, evaluation and recertification practices, and incentive plans. Descriptors: Academic Achievement, Accountability, Accreditation (Institutions), Competence

Donnelly, Jerry D. (1970). Alienation in the Barrio: Eastern New Mexico. Preliminary to a larger research project on Mexican American attitudes, this report focused on the extent to which feelings of alienation are present in the barrios of 5 eastern New Mexico population centers. The feelings of alienation were analyzed by the degree of powerlessness, normlessness, self-estrangement, and isolation expressed or implied. The barrio residents were interviewed by Mexican American college students. Interviews were taped in Spanish. Interviews revealed persistent and recurring themes of discrimination, futility, stereotyping by the larger system, and the bewilderment and isolation of the Spanish speaking children in Anglo dominated schools. The findings supported the assertion that many barrio residents feel powerless to do much about a felt lack of social mobility and economic opportunity and exhibit a degree of confusion about the expectations of the larger society.   [More]  Descriptors: Community Attitudes, Culture Conflict, Dropout Attitudes, Educational Attitudes

Mearns, Curt (1999). Student Career Awareness Network at L. B. Johnson Middle School: 1997-98 School Year Evaluation. The Student Career Awareness Network (SCAN) at L. B. Johnson Middle School, New Mexico, seeks to target a wide range of students with differing abilities while incorporating School-To-Career's philosophy of instruction. SCAN uses work-related experiences such as project-based assignments, applications-based instruction, hands-on experience, and working in teams. The philosophy targets the needs of low-achieving students, English language learners, the economically disadvantaged with mild to severe disabilities as well as the gifted, and a broad range of students with no identified disabilities. In this evaluation of the first year of program implementation, general education students from five classes of a social studies teacher participated in the program. Two classes received the full SCAN program, two other classes received sensitivity/employability training only, and a fifth class had no particular focus on work education. The evaluation showed that the program followed the proposal very closely. The SCAN program increased the motivation of special education students and may have given both special and regular education students a more realistic view of the work place as evidenced by their change in motivation for school subscale scores. The program appeared to enhance the interactions between special and regular education students. Some plans for the SCAN program in subsequent school years are outlined. Appendix A lists program goals, and Appendix B is an essay titled "Classroom Assessment of Attitude Change" by Kristen Cruser and Shelly DeAbreu. (Contains 22 references.)   [More]  Descriptors: Career Education, Disabilities, Disadvantaged Youth, Job Skills

Goetsch, Lori, Comp. (1999). Electronic Reference Service. SPEC Kit 251, SPEC Kit. The goals of this SPEC Kit were to report on the extent to which ARL (Association of Research Libraries) libraries provide electronic reference services and to offer a snapshot of the types of users reached, questions received, policies established, data-gathering techniques utilized, and innovations implemented. The first section of the kit provides an executive summary, a copy of the tabulated results from the questionnaire, and a list of responding institutions. Representative documents include: electronic reference World Wide Web sites from the University of Arizona, Brown University (Rhode Island), University of California-Irvine, Case Western Reserve University (Ohio), University of Colorado, University of Connecticut, Dartmouth College (New Hampshire), Indiana University, University of Maryland, Massachusetts Institute of Technology, University of Miami (Florida), University of Michigan, Michigan State University, University of New Mexico, University of Pennsylvania, Temple University (New Jersey), Yale University (Connecticut), and York University (Canada); and electronic reference policies, reports, and statistics from Columbia University (New York), the University of North Carolina, the University of Waterloo (Canada), and Yale University. Contains selected resources, including books, journal articles, Web sites, and listservs.   [More]  Descriptors: Academic Libraries, Electronic Libraries, Foreign Countries, Higher Education

National Association of State Directors of Special Education, Alexandria, VA. (1999). United States and Mexican State Directors of Special Education: Information Exchange Meeting, February 7-9, 1999. Proceedings Document. Final Report, Deliverable-Task 2-3.1b. This proceedings documents a meeting designed to allow state directors of special education to exchange information about the special education systems in Mexico and the United States, to discuss common issues and concerns related to the provision of educational services for children and youth with disabilities, and to establish collegial relationships with state directors in another country. The meeting was attended by state directors of special education from the Mexican border states of Baja California, Baja California Sur, Chihuahua, Coahuila, Nuevo Leon, and Sonora, and the U.S. border states of Arizona, California, Florida, New Mexico, and Texas. Presentations included an overview of special education in Mexico and the United States, special education professional associations in the United States, technical assistance to the states in the United States, and instructional consideration for Spanish-speaking students in Mexico and the United States. In addition, there were state presentations on characteristics and issues pertinent to education in the 11 participating states. Participants also discussed the following topics: charter schools, services in rural areas, working with indigenous populations and cultural/language differences, and transition from school to work. Appendices include a participant list and a meeting agenda.   [More]  Descriptors: Charter Schools, Comparative Education, Cross Cultural Studies, Cultural Differences

LLamas, Vicente J. (1999). UCAN: A Four-State Rural Systemic Initiative. Year Three Performance Effectiveness Review (PER). The Utah, Colorado, Arizona, New Mexico-Rural Systemic Initiative (UCAN-RSI) supports systemic reform of mathematics, technology, and science education for rural students in its states, focusing on schools with high enrollments of American Indian and Hispanic students. This performance effectiveness review covers UCAN's progress during its third year (September 1997-August 1998). During year 3, UCAN worked with 124 focal schools enrolling 36,656 students with 43 percent being American Indian and 41 percent being Hispanic. An introductory section outlines UCAN's approach to sustainable systemic reform, seven criteria defining "focal schools," and the benchmarks used by UCAN's six coalitions to assess their progress toward "full implementation" of reform. These benchmarks are in the areas of curriculum and assessment, policy, resource convergence, community support, student achievement, and achievement of women and minority groups. Section 1 outlines UCAN's impact on teachers, students, and schools. Section 2 describes UCAN's influence on the system in terms of resource convergence; policy changes to graduation requirements, professional development requirements, teacher certification requirements, and accountability; administrative changes; data utilization; implementation of standards-based curriculum; student-teacher-curriculum interactions; the system context of math and science education; and UCAN partnerships. Section 3 presents math and science achievement data for UCAN schools. Appendixes present supplementary data on areas covered in the report, selected data on UCAN states by Education Week, and examples from schools/districts in UCAN's six coalitions.   [More]  Descriptors: American Indian Education, Educational Change, Elementary Secondary Education, Mathematics Achievement

Kezar, Adrianna J. (1999). Higher Education Trends (1997-1999): Program Evaluation. ERIC-HE Trends. The amount of literature on program evaluation decreased in 1996, continuing a trend begun in the late 1980s. One exception to this is the literature on assessment. Another frequent issue is the technique of evaluation. Many examples of research on evaluation are from international settings, where accountability and evaluation appear to be integrated into institutional systems. Student learning and satisfaction with services tend to be the focus of evaluation and assessment. An exception to the trend away from systemic evaluation is a paper by Aquirre and Hawkins, "Why Reinvent the Wheel? Let's Adapt Our Institutional Assessment Model," which describes an integrated assessment and strategic planning process designed to comply with accountability requirements at a community college in New Mexico. Most evaluation studies occur as students leave school or after they have graduated, and it would be helpful to have more evaluations while students were still in school. Some articles suggest ways to improve the process of evaluation. One area where research on evaluation is prevalent is research on new or nontraditional academic experiences, such as first-year seminars or bridge programs, experiential learning, and distance education. Some evaluation focuses specifically on faculty members, exploring the quality of teaching and research. Research on staff members' impact on student learning or experience is minimal. (Contains 12 references.)   [More]  Descriptors: Accountability, Course Evaluation, Educational Assessment, Educational Research

Mearns, Curt (1999). Unified Education System: From Implementation to Evaluation, 1997-98. In 1995, the Albuquerque (New Mexico) school district devised a plan to merge special education, cross-cultural education, Indian education, and Title I with the general education program, designated the Unified Education System (UES). Considering the abrupt implementation of UES in the first year and subsequent confusion regarding staff positions and roles, an evaluation was conducted at the administrative level during the third year of implementation. Thirty-seven assistant superintendents, operational staff, management in special services, other administrators, and program support specialists participated. Findings indicate that five of the six components necessary for change–vision, necessary context, decision making, skills, and action plans–were well recognized by respondents. There was surprising unanimity of vision for the future of UES. Recognition of the importance of interpersonal support was evidenced by efforts to build esprit de corps and recognize individual achievement toward UES. Respondents acknowledged the importance of dispersed decision making in facilitating large-scale buy-in of UES. Respondents valued people skills as a means of efficiently distributing specific expertise to those needing support. Respondents reported frustration that implementation of instructional improvement at the school level came out of teachers' existing schedules and personal time, and that collaboration time was lacking at the classroom level. Nevertheless, respondents readily discussed action plans that may ensure continued progress towards UES. An appendix presents survey questions and planning matrix.   [More]  Descriptors: Administrator Attitudes, American Indian Education, Bilingual Education, Change Strategies

Townley, Charles T. (1999). User-Focused Strategic Services for Technological University Libraries. This paper describes the New Mexico State University (NMSU) Library's strategic plan to develop its services amid an atmosphere of change. A summary of the following components of the strategic plan is given: vision; mission; values; and goals. The revised organizational functions are then illustrated, as well as the role of the selector-liaison developed to implement user services emerging from the strategic plan. The paper then focuses on the Library's plans to continue to develop a cooperative user-centered culture. Discussion includes: market research efforts; research collection development; funding; the library's home page and catalog; range of reference services; instructional initiatives; the knowledge infrastructure; and collaborations with academic departments. Finally, some challenges are outlined from the Library Strategic Plan: (1) user-focus drives decisions; (2) cooperative philosophy creates a responsive and flexible organization; (3) appropriate technology serves the user; (4) collaboration fuels development; (5) risk-taking and leadership at all levels inspire innovation; and (6) teaching and outreach cultivate information/knowledge consumers. (Contains 10 references and 2 figures.)   [More]  Descriptors: Academic Libraries, Higher Education, Library Collection Development, Library Development

Mearns, Curt (1999). Title IX Program Evaluation: Corresponding with FY 98 Application for Grants. Albuquerque Public Schools, 1997-98. Title IX and Johnson O'Malley services were provided to 1,495 Native American students at 10 Albuquerque (New Mexico) elementary, middle, and high schools and the Homework Center during the 1997-98 school year. The five goals of the Title IX program were to provide: (1) intervention assistance for students, in which students, parents, and staff set goals in areas such as attendance and behavior problems; (2) tutoring assistance, which focused on language arts and math at the elementary level and added science and social studies at the secondary level; (3) student participation in cultural, social, or academic activities to promote good citizenship, community service, and personal responsibility; (4) parent participation in cultural, social, or academic activities, promoted through announcements in newsletters, letters sent home with students, and announcements at parent meetings; and (5) professional development in sensitive cultural issues that impact Native American student performance. In intervention and tutoring assistance, each school level surpassed its goal. The homework center was most effective, followed by assistance at the middle and elementary school levels. Students reported 99.5 percent of the time that the social, cultural, and academic activities were beneficial. Because of low survey response rates, parent participation was difficult to evaluate, but 88 percent of the 18 respondents thought the activities were beneficial to students. Ninety-eight percent of respondents thought that the professional development was somewhat beneficial.    [More]  Descriptors: Academic Achievement, American Indian Education, American Indian Students, Cultural Awareness

Rogers, Curtis R. (1999). A Review and Analysis of the Ayurvedic Institute's Ayurvedic Studies Program. The Ayurvedic Institute, which has been licensed as a private institution of higher education in New Mexico since 1994, offers training in the traditional therapy of East Indian Ayurveda, which includes the use of herbs, nutrition, panchakarma cleansing, and accupressure massage. The institute also offers training in the related disciplines of Ayurveda: Sanskrit, Yoga, and Jyotish (Vedic astrology). The institute's Ayurvedic studies program, which is the foundation of all its educational programs, consists of three academic courses: "Introduction to Philosophy and Theory of Ayurveda,""Introduction to Clinical Assessment," and "Introduction to Management of Disorders." Together, these courses entail approximately 700 hours of classroom instruction over 1 academic year and culminate in a certification of program completion. The courses are based on the Vedic educational model, which is based on using the self and a complete understanding of the self to transfer knowledge from teacher to student and which involves the use of practical examples, ceremonies, and stories. According to the institute's assessment criteria, which are described as a "blend of approximately 50% quantitative and 50% qualitative program analysis," its programs are successful in helping students who want to reach the goal of making Ayurveda a way of life. (Contains 10 references.)   [More]  Descriptors: Accreditation (Institutions), Adult Education, Cultural Education, Educational Objectives

Enos, Anya Dozier (1999). Real, Relevant, Meaningful Learning: Community-Based Education in Native Communities. The Community-Based Education Model (CBEM) at Santa Fe Indian School (SFIS) in New Mexico was studied to determine the elements that contribute to its success and that may be replicated in other community education projects. The CBEM engages students and tribal communities in issues related to their environment, natural resources, and health in an attempt to stimulate high school student interest and motivation in math and science. CBEM is a partnership among students, SFIS, the Pueblo community, business, and government that meets the request of the Pueblo governors to educate students in the skills needed in the outside world and in their own traditions. Pueblo students are learning mainstream skills (math and environmental science), and they are interacting with mainstream organizations. Their work is rooted in the Pueblo community through local field experience programs on water quality, and connections are made to Pueblo culture through Pueblo community members. Program strengths include a committed, knowledgeable, energetic staff that shares a common educational philosophy supported by educational research and Pueblo ideas; a program that is responsive to Pueblo culture, traditions, and needs; cutting-edge technology available for student and community use; increased student motivation to learn environmental science; networks between Native and mainstream science and technology organizations; and excellent documentation of the process behind the model program. Recommendations for program improvement and replication are listed. (Contains 21 references, a table displaying CBEM themes, and figures depicting the model.)   [More]  Descriptors: American Indian Education, Culturally Relevant Education, Educational Philosophy, Environmental Education

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