Bibliography: New Mexico (page 115 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 Austin Southwest Educational Development Lab, Marcia Keegan, Santa Fe. New Mexico State Dept. of Education, Richard C. Richardson, Robert Fleegler, Harvey Rude, Greg Blalock, Trisha Davis, Washington National Center for Education Statistics (ED), and Julie Anna Clay.

Richardson, Richard C., Jr. (1999). Systemic Change in Higher Education. Western Policy Exchange Project. The Western Policy Exchange Project is designed to help states assess the implications of environmental changes on their own higher education system. In roundtables and policy workshops, six Western states–Idaho, Montana, New Mexico, South Dakota, Arizona, and Washington–looked for evidence of systemic change and proposed the following five hypotheses about how states change in purposeful ways: (1) changing the performance of state higher education systems requires coordinated leadership from elected and appointed officials, gubernatorial support, and a framework that involves public and private partnerships; (2) reliable and credible information about constituency needs is a prerequisite to establishing priorities that extend beyond problem-fixing; (3) development of consensus among key stakeholders about the nature of performance gaps and the most promising strategies for addressing them is critical; (4) to achieve purposeful and consistent change, incentives and disincentives in the state policy environment must support state priorities; and (5) to achieve purposeful and consistent improvement in performance of higher education systems, a statewide agency must be charged with collecting information about needs and performance and with using that information to build consensus about needed change. (Contains 23 references.) Descriptors: Change Agents, Change Strategies, Educational Change, Educational Environment

Fleegler, Robert (1999). School-to-Work Partnerships and Youth Councils. School-to-Work Intermediary Project. Issue Brief. As a result of the Workforce Investment Act (WIA) of 1998, new local institutions–youth councils–will assume responsibility for coordinating school-to-work with other youth programming and other labor force development planning and policies. They will also have responsibility for allocating resources for each labor market region. The National Youth Employment Coalition has recommended that individuals interested in influencing local WIA youth program implementation take the following steps: (1) encourage local elected officials to appoint individuals well-versed in youth employment/youth development to the local workforce investment board; (2) encourage a full range of key stakeholders to participate on the youth council, including K-12 and postsecondary education entities; (3) build broad-based local coalitions from the bottom up; and (4) encourage development of youth councils that embrace a mission that includes youth employment/youth development system building rather than just the dispensing of WIA formula funds. The Philadelphia and San Diego youth councils and the Middle Rio Grande Business and Education Collaborative, which serves as the local workforce investment board and youth council of a four-county region in and around Albuquerque, New Mexico, illustrate the potential of youth councils to foster more coherent local youth policy and planning efforts.   [More]  Descriptors: Agency Role, Career Education, Case Studies, Cooperative Planning

Adamson, Gary; Blalock, Greg (1999). Convenient Distance Education Training in Technology. The National Association of State Directors of Special Education, through its Research Institute of Assistive and Training Technologies (RIATT@NASDSE), has developed a planned approach to professional development in the area of assistive technology using distance education. This award-winning distance education program offers convenient, inexpensive training to professionals using multimedia materials at home. The program comprises 15 four-week long courses in which participants use multimedia materials and e-mail to complete their assignments and participate in class discussions. Participants may earn continuing education units and can work toward competency certificates in specific areas of assistive technology. Several universities accept RIATT@NASDSE courses for graduate and undergraduate credit. The program has been implemented successfully in several states, which report the following positive outcomes: renewed statewide enthusiasm, access to training by all rural professionals, enhanced communication among districts, increased participation at conferences, a common knowledge base, and satisfaction of related parental concerns. Brief profiles explain how the RIATT@NASDSE program has been used to enhance professional development in Kansas, Indiana, Maine, Ohio, Idaho, Alabama, New Mexico, and New York.   [More]  Descriptors: Assistive Devices (for Disabled), Distance Education, Higher Education, Inservice Teacher Education

New Mexico State Dept. of Education, Santa Fe. (1992). New Mexico Portfolio Writing Assessment. Grade 4. Teacher's Guide. The New Mexico Portfolio Writing Assessment for grades 4 and 6 (optional for grade 8) is conducted each school year with a call for each student's best piece in March. All students in grades 4 and 6 participate, unless assessed as Limited English Proficient. This Teacher's Guide provides instructions for procedures to be followed throughout the school year in order to ensure standardization in grade 4 writing assessments. Procedures begin with required materials and the introduction of portfolios to students, and then move to working with practice prompts and the required prompts. Use of the portfolios and interpreting the results are discussed. Portfolios are scored holistically; and scoring guides are provided for narrative, expository, descriptive, and analytic writing. Each scoring guide contains examples of student writing at proficiency levels 1 through 6. The required prompts (topics for student writing) for 1992-93 are included in an addendum. (Contains 24 references.)   [More]  Descriptors: Cues, Descriptive Writing, Educational Assessment, Elementary School Students

Coltin, Lillian (1999). Enriching Children's Out-of-School Time. ERIC Digest. School-age children between the ages of 5 and 14 spend up to 80% of their time out of school. These hours represent an opportunity to help children grow and acquire important social, emotional, cognitive, and physical skills and to help them develop lifelong interests. This time can also be used to provide support for the academic challenges faced by children each day in school. Out-of-school time programs provide opportunities for young adolescents to learn skills that are not usually acquired in school, such as athletic and artistic performance skills. Programs may also extend and enrich academic skills by enabling participation in a debate club or computer club. This Digest examines two broad categories of enrichment programs–extracurricular and academic enrichment–and describes specific programs, such as the Art Moves Us program in Santa Fe, New Mexico, and LA's BEST in Los Angeles, California. The Digest also discusses program funding opportunities and gives examples of specific programs such as the MOST Initiative in Boston, Chicago, and Seattle.   [More]  Descriptors: Academic Achievement, After School Education, After School Programs, Community Programs

Soete, George J., Comp.; Davis, Trisha, Comp. (1999). Managing the Licensing of Electronic Products. SPEC Kit 248 and SPEC Flyer 248. This SPEC (Systems and Procedures Exchange Center) Kit and Flyer reports results of a survey that examined how ARL (Association of Research Libraries) member libraries have organized the licensing of electronic products and how they approach the associated problems. Forty-four of the 122 ARL member libraries responded to the survey. Results are summarized in the areas of personnel, educating users and staff, record keeping, terms of agreement, collection development impact, and satisfaction levels. A copy of the questionnaire with responses is provided. Representative documents include: (1) position descriptions from the University of Texas, Library of Congress, and University of Connecticut; (2) training documents from the University of Minnesota, University of Connecticut, and University of Washington; (3) forms and checklists related to licensing and contracts from the University of New Mexico, Ohio State University, University of Washington, University of Connecticut, and University of Minnesota; and (4) examples of standard contract language from the University of Pennsylvania, University of Washington, and University of Connecticut. A list of 45 selected book, journal, and web site resources is included.   [More]  Descriptors: Academic Libraries, Contracts, Higher Education, Information Technology

Southwest Educational Development Lab., Austin, TX. (1999). Initial State of the Sites Report: Applying Technology to Restructuring and Learning. This report provides baseline information from the six schools in Arkansas, Louisiana, New Mexico, Oklahoma, rural Texas, and urban Texas participating in the Applying Technology to Restructuring and Learning (ATRL) project, which seeks to create replicable models of constructivist learning environments supported by technology. The information in this report was collected in the spring and fall of 1998 from teacher surveys; state, district, and school reports; classroom observations; and field notes from initial on-site visits. The purposes of these data are to enable the project team to compare initial classroom conditions with the development of constructivist learning environments supported by technology and to examine how these environments change instructional practices and student learning. Findings for each site are organized under the following headings: The Community and Environs; State Support for Technology; District Overview; Description of School Site; Project Participants; Teacher Self-assessment in Technology; and Observations of Classroom Practices. Appendices include letters of understanding/intent, the technology skills self-assessment checklist, and the classroom observation form.   [More]  Descriptors: Check Lists, Classroom Environment, Classroom Observation Techniques, Comparative Analysis

Lum, Christie (1999). A Guide to State Laws and Regulations on Professional School Counseling. Professional school counselors are required by law and/or regulation in every state to obtain a state-issued credential in order to be employed in public schools. In some states, this credential is called "certification"; others term it "licensure" or "endorsement." This guide provides two charts and information introducing and explaining each. The first chart summarizes the requirements and qualifications needed to obtain school counseling credentials in each of the 50 states and the District of Columbia. This chart provides information on educational, experience, and examination requirements, reciprocity, and background checks. It tells which states mandate counseling, at which grade level (K-8 or 9-12) it is mandated, the counselor to student ratio, the source of the mandate, who funds the mandate, and whether or not a mandate is being considered. Examples of state mandates from Georgia, Louisiana, New Hampshire, New Mexico, and South Carolina are provided. Statements from the American School Counselor Association explain the role of school counselors and comprehensive school counseling programs.   [More]  Descriptors: Background, Comprehensive Guidance, Comprehensive Programs, Counselor Certification

Sanderson, Priscilla Lansing; Clay, Julie Anna (1999). Strategies on Successful Independent Living Services for American Indians with Disabilities: A Research-Dissemination Final Report. This report describes a project to promote independent-living outreach services that are culturally relevant for American Indians and Alaska Natives with severe or significant disabilities. A pilot training workshop conducted in Aztec, New Mexico, focused on the importance of service providers understanding American Indian culture and on independent-living strategies for outreach. At the close of the workshop, participants developed Blue Print for Action Plans. Progress outcomes were measured by a 1-month, 3-month, and 6-month evaluation of each action plan and its efficacy. Evaluations described completion of action plan steps, resources used, any revision of steps, barriers encountered and how they were overcome, and exciting aspects of the action plan. Evaluation results revealed that 43 percent of participants had to revise their action plans because of barriers associated with "finding American Indian consumers" due to isolated areas of the reservation and cross-cultural communication problems. A common solution to these barriers was "persistence in outreach services." Results indicate that 44-56 percent of participants who used the pilot training workshop methods for over 6 months increased their level of independent-living service delivery to American Indian clients. Appendices include the workshop agenda, evaluation forms for the workshop and action plans, handouts, a timeline, and the project advisory committee. (Contains 18 data tables and figures.)   [More]  Descriptors: American Indian Culture, American Indians, Cross Cultural Training, Cultural Relevance

Fuentes, Nancy, Comp. (1999). Native Education Resources for the Southwest Region. A companion to a 1997 national directory, this southwestern regional directory focuses on resources for educators of K-12 American Indian students in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. Organized by subject or type of resources available, each entry lists the name of the organization or project, contact information, and a brief description. The resources in the languages and language education section are general and not specific to particular languages or tribes. The section on art, culture, heritage, and history includes museums and similar institutions. Youth fellowship resources include programs for American Indian students as well as other ethnic groups, programs that are tribe-specific, and some that are national and international in scope. Resources in the training, technical assistance, information, and support section include services targeted specifically to American Indians students and those that address all culturally and linguistically diverse students. State-focused resources provide services that cut across resource categories. The section on periodicals and publications presents 15 journals and monographs, as well as 15 publishers and distributors that offer books, curriculum materials, audiotapes, videos, and other audiovisual materials. Appendices list the tribes in each of the five states, with contact information, and give population figures for Native Americans in the five-state region. Contains an index.   [More]  Descriptors: American Indian Culture, American Indian Education, American Indian History, American Indian Languages

Keegan, Marcia (1999). Pueblo Girls: Growing Up in Two Worlds. This book portrays San Ildefonso Pueblo on the east bank of the Rio Grande river in New Mexico through the lives of Sonja, age 10, and her sister Desiree, age 8. Growing up in San Ildefonso Pueblo, the girls enjoy the same activities as other American girls, such as basketball, cheerleading, playing video games, and sending e-mail. But they also learn their Indian heritage. Their family preserves a central place for traditional customs, prayers, and reverence for the natural world. The girls speak their native Tewa language, listen to tribal stories, and learn traditional pottery-making and bread-baking from their mother and grandmother. Both girls have been dancing at Pueblo ceremonial dances since they were 2 years old. The dances are silent prayers that have been practiced for 10,000 years. The girls practice often and follow strict rules for ceremonial dance preparations. Fifty-four color photographs provide a personal tour of Sonja and Desiree's lives, including their pueblo, school, home, family activities, the Pueblo village at Bandelier National Monument (abandoned since the 1500s), and ceremonial dress and dance. The girls are proud of their Indian heritage and plan to pass it on to their children. The book is a reflection on the rewards and challenges of keeping traditional culture alive in the modern world. Descriptors: American Indian Culture, Biographies, Children, Childrens Literature

Rude, Harvey; Gorman, Roxanne (1999). Systemic Thinking To Support Dine Education. This paper describes systemic thinking in support of the recently established Navajo Nation Rural Systemic Initiative (RSI). The RSI aims to create a standards-based student-centered teaching and learning environment in mathematics, science, and technology in the 173 elementary and secondary schools on or near the Navajo Nation, including public, private, and Bureau of Indian Affairs (BIA) schools. The convergence of limited resources within the service area is intended to address the complexities of standards-based reform in a very rural area lying within Utah, Arizona, New Mexico, and territory served by the BIA. The RSI has six priorities (program "drivers"): (1) student attainment and achievement (data collection through indirect measures, process measures, and criterion-referenced and norm-referenced tests); (2) strategies to close the gap between Navajo and non-Navajo students (integration of Navajo and Western knowledge, use of Navajo role models, career exploration); (3) culturally relevant curriculum and assessment and use of Dine (Navajo) philosophy in teacher preparation programs; (4) educational policy and procedures consistent with Navajo self-determination; (5) resource convergence (partnerships, networking, recognition of promising practices); and (6) cultivation of broad-based support across educational, business, and government/services sectors of the Navajo Nation. A table compares traditional and systemic thinking about large-scale change and improvement efforts.   [More]  Descriptors: American Indian Education, Change Strategies, Culturally Relevant Education, Educational Change

National Center for Education Statistics (ED), Washington, DC. (1999). Overview of Public Elementary and Secondary Schools and Districts: School Year 1997-98. Statistics in Brief. This document provides a synopsis of public-school characteristics and includes statistical summaries of schools, districts, and students. It examines the various types of public schools in the U.S., stating that 87,631 public schools furnished instruction to 46.1 million students in the 1997-98 school year. Most public-school students, 98.1 percent, were enrolled in regular schools: one out of eight schools was located in a large city and one out of six students attended a large-city schools. About 58.5 percent of these students spanned the traditional primary grades. School districts ranged in size from 25 districts enrolling 100,000 or more students to 1,738 districts reporting fewer than 150 students. Student characteristics varied widely. One in eight students had an individualized education program, two-thirds of students were White, non-Hispanic, and one-sixth were Black, non-Hispanic. More than one-third of the students in California, New Mexico, and Texas were Hispanic. Dropout statistics indicate that 15 of the reporting states–about half of those supplying data–had dropout rates between 4 and 6 percent. Dropouts were more likely to be male than female. The report provides technical notes and includes definitions of key terms. The report's data is presented in seven tables, with the information presented by state.   [More]  Descriptors: Elementary Secondary Education, National Surveys, Profiles, Public Schools

New Mexico State Employment Service, Santa Fe. (1972). Catron County, New Mexico. A Report on Manpower Resources. The objectives of the Smaller Communities Program of the Employment Security Offices in Catron County, New Mexico, were to inventory the unemployed, underemployed and individuals who wish to change jobs, register them and do job development work; to test applicants and assist them in choosing a job; to refer all possible applicants to work, training, or other services; to assist employers in finding workers; and to collect and publish data on community resources for planning and economic development. Follow-up services will include counseling and testing in schools; staffing and developing additional training courses; updating labor resource information and data on persons with exceptional placement or training potentials. Information was presented on the county, its history, resources, local government, schools, community services, transportation, and utilities.   [More]  Descriptors: Community Services, Demography, Education, Employment Opportunities

American Association of Colleges for Teacher Education, Washington, DC. (1999). Comprehensive Teacher Education: A Handbook of Knowledge. Since 1992, AACTE and the DeWitt Wallace-Reader's Digest Fund have worked in partnership to advance the knowledge base of comprehensive teacher education. The AACTE/DeWitt Wallace-Reader's Digest Fund's Comprehensive Teacher Education National Demonstration Project is grounded in the mutual belief that preparation of classroom teachers must consider not only the academic needs of students but also their human needs and varied societal circumstances. The project incorporates knowledge of health and human services in the training of prospective and practicing teachers. The results of this partnership, operationalized as four demonstration models at geographically diverse universities, are represented in this publication. The publication discusses the current context of education, including disadvantaged students, school-based services, the national reform context, and the collaborative imperative. After providing an overview of the National Demonstration Project, the publication describes each of the four sites: (1) the Wellness Project at the University of Louisville; (2) the Training for Interprofessional Collaboration Project at the Human Services Policy Center of the University of Washington, Seattle; (3) Project TEACH at the School of Education of Jackson State University in Jackson, Mississippi; and (4) the Interdisciplinary Collaboration Training Project at the College of Education, University of New Mexico, Albuquerque. (Contains 35 references.)   [More]  Descriptors: Educational Change, Educational Improvement, Elementary Secondary Education, Higher Education

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