Bibliography: New Mexico (page 121 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 Tom Goho, Jeffrey M. Lederer, Washington Congress of the U.S, Felicia Casados Farrar, Elie S. Gutierrez, Washington Office of Vocational and Adult Education (ED), Reina A. Roybal, David Smith, LOWERY H. DAVIS, and Peggy J. Blackwell.

DAVIS, LOWERY H. (1966). SUPERVISING OCCUPATIONAL EXPERIENCE PROGRAMS, A SPECIAL CONFERENCE REPORT. NINE PARTICIPANTS IN A WORKSHOP AT NEW MEXICO STATE UNIVERSITY DEVELOPED THIS FOUR-PART HANDBOOK FOR OPERATING SUPERVISED OCCUPATIONAL EXPERIENCE PROGRAMS. RESOURCE PERSONS FROM ADULT EDUCATION, AGRICULTURAL EDUCATION, VOCATIONAL AND TECHNICAL EDUCATION, AND HORTICULTURE WORKED CLOSELY WITH THE GROUP. PART 1 COVERS STEPS FOR ORGANIZING AND ADMINISTERING THE OCCUPATIONAL EXPERIENCE PROGRAM, AND ELABORATES ON THE ROLE OF COMMUNITY SURVEYS AND ADVISORY COUNCILS. PART 2 GIVES DETAILS OF SELECTING AND PLACING STUDENTS IN THE OCCUPATIONAL WORK EXPERIENCE PROGRAM. PART 3 EXPLAINS THE TEACHING, SUPERVISING, AND COORDINATING OF OCCUPATIONAL EXPERIENCE PROGRAMS. PART 4 PRESENTS GUIDELINES FOR EVALUATING THE PROGRAM. THE APPENDIX CONTAINS AN EMPLOYMENT OPPORTUNITIES SURVEY FORM, STUDENT INFORMATION SHEET, AND A PLACEMENT AGREEMENT.   [More]  Descriptors: Admission Criteria, Advisory Committees, Community Relations, Community Surveys

Rowland, Paul; And Others (1987). Basic Science Process Skills. An Inservice Workshop Kit: Workshop Manual. A science process skill project was developed to help elementary teachers meet competency standards in New Mexico for teaching the process approach in their science classes. This document consists of the inservice workshop kit manual that could be used by a teacher to provide an inservice program to a small group of other teachers. This manual explains how to give the inservice workshop and provides the trainer with background information about process skill teaching. Major sections address the skill areas of: (1) observation; (2) classification; (3) communication; (4) prediction; (5) inference; and (6) measurement. Appendices contain process skill activities, a listing of the basic science process skills and subskills performance objectives for science process skills, and an activity sheet form.   [More]  Descriptors: Elementary Education, Elementary School Science, Elementary School Teachers, Inservice Teacher Education

Rodriguez Pino, Cecilia, Comp. (1993). Selected Bibliography of Spanish for Native Speaker Sources. This bibliography was prepared for middle school and high school teachers participating in a conference at New Mexico State University (July 14-18, 1993), to assist in research and pedagogical endeavors in the teaching of Spanish to native speakers. It is presented in two parts. The first is a bibliography edited by Francisco J. Ronquillo, which includes citations of materials, in these categories: Spanish language textbooks and readers (23 citations); general bibliography (95 citations); video recordings (18 citations); computer-assisted instruction (8 citations); dictionaries (5 citations); curriculum guides (2 citations); and Chicano literature (8 citations). The second part includes photocopies of articles by Isabel Schon and annotated bibliographies on science materials, children's literature, and materials on Mexico published in Spanish.   [More]  Descriptors: Computer Assisted Instruction, Curriculum Guides, Dictionaries, Heritage Education

Lederer, Jeffrey M. (1997). Reciprocal Teaching of Social Studies in Inclusive Elementary Classrooms. This study examines the effectiveness of Reciprocal Teaching during social studies instruction in fourth-, fifth-, and sixth-grade inclusive classrooms (N=128) in a rural school system in New Mexico. Reciprocal teaching is a method of scaffolded instruction that has been demonstrated to improve reading comprehension in students of various ability levels. Experimental and control classrooms at each grade level contained approximately the same number of students with learning disabilities. Comprehension assessments were administered at baseline and once weekly thereafter for a total of four measures. Results indicated that students in the experimental groups improved their performance on comprehension measures more than students in the control group. This improvement continued to be displayed after 30 days in both the sixth and fourth grades. The data also suggest that students with learning disabilities improved their ability to compose summaries as compared to the control students.   [More]  Descriptors: Disabilities, Grade 4, Grade 5, Grade 6

Office of Vocational and Adult Education (ED), Washington, DC. Adult Learning and Literacy Clearinghouse. (1996). A State Family Literacy Update: Selected Program Activities. Program Year 1994-1995. Compiled from information contained in the Program Year 1994-95 Annual Narrative Performance Reports submitted by states to the U.S. Department of Education, this update shares selected information on recent developments in family literacy programs. Section 1 provides information on new or existing collaborations in these states: Colorado, Connecticut, Idaho, Illinois, Kansas, Texas, and Wisconsin. Section 2 describes curriculum and program components of programs in Colorado, Kentucky, Louisiana, and Virgin Islands. Section 3 discusses program expansion in District of Columbia, Kentucky, Oregon, Pennsylvania, South Carolina, Washington, and West Virginia. Section 4 describes staff development activities in Colorado, Connecticut, Idaho, Kansas, Kentucky, and New Mexico. An appendix provides contact information (name, address, telephone number, fax, and Internet address) for each state's director of adult education. Similar information is provided for individuals in similar positions in freely associated states, insular areas, and territories.   [More]  Descriptors: Adult Basic Education, Adult Literacy, Cooperative Programs, Coordination

Goho, Tom; Smith, David (1973). A College Degree: Does it Substantially Enhance the Economic Achievement of Chicanos? Center for Business Services Occasional Paper No. 503. Determining the earning patterns of 2 major Southwestern groups–Anglos and Chicanos–the study assessed the relative values of higher education to each group. Male alumni between the ages of 22 to 55 from New Mexico State University were studied. Of the 30% response return in December 1972, approximately 89% were from Anglos and 11% from Chicanos. Data were compared for average salary according to age and year of entry into the university. The study found that recent Chicano graduates were earning less than Anglo graduates, although the difference disappeared in less than 10 years. It also concluded that less than a 4-year college education provided the Chicano with only marginal economic benefits, since those with 1 to 3 years of college earned only 10% more than high school graduates. Much of this might be explained by a dual labor market and low salary expectations, although evidence suggested that the financial ill effects of discrimination disappear with job experience.   [More]  Descriptors: Anglo Americans, Careers, College Students, Educational Objectives

Congress of the U.S., Washington, DC. House Committee on Economic and Educational Opportunities. (1995). Hearing on Education Standards. Hearing before the Subcommittee on Oversight and Investigations of the Committee on Economic and Educational Opportunities. House of Representatives, One Hundred Fourth Congress, First Session. This document contains proceedings from a hearing held in Washington, D.C., on March 22, 1995, to gather information about the appropriate federal role in establishing national educational guidelines. The goal of the hearing is in conjunction with the overall objective of establishing a framework for policy initiatives that will create an environment for life-long learning. Statements were made by the following participants: (1) Senator Jeff Bingaman, New Mexico; (2) James Burge, Corporate Vice President for Government Relations, Motorola; (3) Lynne Cheney, American Enterprise Institute; (4) Dr. Diane Ravitch, New York University; and (5) Al Shanker, President, American Federation of Teachers. Prepared statements, letters, and supplemental materials were submitted by: (1) James Burge; (2) Lynne Cheney; (3) Dr. Pascal D. Forgione, Superintendent of Public Instruction, State of Delaware; (4) Dr. Diane Ravitch; (5) Ohio Representative Thomas C. Sawyer; and (6) Al Shanker.   [More]  Descriptors: Academic Achievement, Educational Objectives, Educational Policy, Elementary Secondary Education

Blackwell, Peggy J.; Smith, Leonard (1973). Goals of Secondary Education as Perceived by Education Consumers. Volume III, Elicitation Results and Discussion. A study to determine parental attitudes toward the education their secondary school children were receiving was conducted in Albuquerque, New Mexico, and Philadelphia, Pennsylvania. Open-ended, tape-recorded elicitation interviews were conducted with the parents. Questions were asked that allowed parents to express any opinion, idea, attitude, or concern they might have about secondary education. Interviews were transcribed; after redundancies in each set of interviews were eliminated, 297 declarative statements representing the opinions, ideas, attitudes, or concerns of Albuquerque parents remained. The Philadelphia elicitation interviews were treated as an independent set and resulted in 46 additional statements. An overview of the elicitation interview results is presented in this report, followed by an extensive section on the content of the interviews. The final section presents a comparison of the results by city and gives conclusions and implications. Descriptors: Academic Achievement, Basic Skills, Educational Objectives, Interviews

New Mexico State Dept. of Education, Santa Fe. (1985). Science Competencies for Exit Level and Checkpoint Competencies for Levels 3, 5, & 8. Restatements of the educational standards and the science competencies established by the New Mexico State Board of Education are provided in this document. Identified as basic and process skills, these checkpoint competencies are tied directly to the exit competencies for science. It is suggested that the checkpoint competencies be used as a framework in developing a written and delivered curriculum and be aimed at the ultimate mastery of the exit competencies. The exit level competencies as well as the third, fifth, and eighth grade competency checkpoints are listed and classified into 13 major skill areas. These include the processes of: (l) observing; (2) classifying; (3) inferring; (4) predicting; (5) measuring; (6) communicating; (7) interpreting data; (8) making operational definitions; (9) formulating questions and hypotheses; (l0) experimenting; (ll) modeling; (12) using quantitative applications; and (13) recognizing impact. Descriptors: Academic Standards, Basic Skills, Elementary School Science, Elementary Secondary Education

Barnes, Bill (1967). Small School Distributive Education. Information on an atypical 1966-67 Distributive Education pilot program in New Mexico was given. The program was unique since one instructor conducted this program in two schools which were in separate rural districts (Dexter and Hagerman). Since both communities were primarily agricultural, with small student populations, the cost of such a program was prohibitive for either district. Objectives were to establish a program in the two schools that was sufficiently flexible to meet students' needs, and to develop a distributive education curriculum. The project was financed through local schools and the Vocational Education Division, State Department of Education. A preliminary survey indicated that students who were previously identified as potential dropouts, and who enrolled in the program, were still in school. It was felt by the distributive education teacher and the school administration that this program was increasing the holding power of small schools.   [More]  Descriptors: Agribusiness, Attitudes, Cooperative Programs, Distributive Education

Gutierrez, Elie S.; And Others (1979). Manual of Sample Procedures for the Implementation of Special Education. The manual of role descriptions, flow charts, and sample forms are presented to assist New Mexico education agencies implement special education. Sections cover the following areas: roles and responsibilities, identification of exceptional children and youth, educational appraisal and review committee, special education process, nonbiased assessment, procedural safeguards, program operation, transportation, inservice training, public relations, and program evaluation. Information on resource agencies, a publishers index, record sheets and forms, and a bibliography are also provided. Various checklists and self evaluation forms make up much of the document. Among the materials included are the following: an outline of the roles and responsibilities of parents, principal, teachers, educational diagnosticians, and other specialists/administrators; referral and screening guidelines; questions to ask before testing a child, writing the report, consulting and participating with other individualized education program team members; administrator guidelines regarding confidentiality of records; and a training syllabus for regular education teachers and administrators. Descriptors: Administrator Role, Check Lists, Disabilities, Due Process

Texas Univ., Austin. School of Social Work. (1979). Child Abuse and Neglect Audiovisual Materials. The catalog contains information on materials available from the Region VI Resource Center on Child Abuse and Neglect for training in identification, treatment, and prevention of abused and neglected children. Items are listed by title, with an index of subtitles where applicable. Each listing indicates the medium/format in which the material is available, equipment needed for presentation, year produced, length, the source of the material for those interested in purchasing the item, suggested audience, and an abstract or preview of the material. It is explained that materials are available from the Resource Center on a loan basis at no cost to groups within the five state region of New Mexico, Arkansas, Louisiana, Oklahoma, and Texas. Descriptors: Audiovisual Aids, Child Abuse, Child Neglect, Identification

Rowland, Paul (1987). Inservice Training of Elementary Teachers to Enhance Science Process Skill Development and Instruction. Final Report. A science process skill project was implemented to help elementary teachers in New Mexico meet the competencies for teaching the process approach in science classes. This is the final report of the project and includes information on: (1) the scope of the program (delineating the program's major objectives and tasks); (2) the project's accomplishments (citing successes related to videotaping, workshop manual, skill activities, workshop kit, teacher training, and the workshop sessions); (3) evaluation results; and (4) dissemination procedures. Overall evaluations indicate that the model for delivery of inservice workshops, using elementary teachers as surrogates for science educators, can be effective. The combination of a teacher's experience, knowledge of a science educator, and interesting activities lead to the enhancement of elementary school teachers' science process skill development and instruction. Appendices contain the evaluation results for the effectiveness of both the 2-day training sessions for workshop leaders and the 6-hour inservice workshops for elementary school teachers.   [More]  Descriptors: Elementary Education, Elementary School Science, Elementary School Teachers, Inservice Teacher Education

Farrar, Felicia Casados, Comp.; Roybal, Reina A., Comp. (1980). Home Economics Rural Service: Mobile Unit Bibliography. This bibliography is a complete listing of all materials available to home economics teachers in Northern New Mexico through the Home Economics Rural Service Mobile Unit. Eleven subject areas are included: career education, child growth and development, clothing and crafts, consumer education, food and nutrition, guidance, housing and interior design, human growth and development, parenting, personal development, and women's issues. A special area of teacher aids, equipment, and video cassettes is also included. Subject areas are listed alphabetically with separate listing under each for (1) multimedia kits, films, and filmstrips and (2) books only. Materials, listed alphabetically, follow this format: title, source of publisher, price (for rental), type of material, and brief description. A list of audiovisual publishers and producers is appended. Descriptors: Alcohol Education, Annotated Bibliographies, Books, Career Education

New Mexico State Commission on Postsecondary Education, Santa Fe. (1986). Excellence and Accountability. Report of the Governor's Task Force on Higher Education Reform. A task force report recommends ways to promote educational reform in higher education in New Mexico. Forty recommendations address the following areas: institutional missions, academic excellence and accountability, community colleges, student financial aid, affirmative action, economic development, capital outlay, and funding issues. Specific considerations include: statewide planning, outcomes of college programs, program review and approval, admission standards and access, remedial education, community college students and programs, community college governance and articulation issues, federal and state student financial aid, percentage of degrees earned by different ethnic groups, student and employee ethnicity, business and personnel training needs, enhancement of high demand degrees, enhancement of high quality research, industrial parks and centers for technical excellence, capital outlay funding sources, capital outlay responsibilities, formula funding issues, student tuition, enhancement for regional and research institutions, and impact of recommended tuition increase. Appended is a summary of testimony to the Governor's Task Force on Higher Education Reform. Descriptors: Accountability, Advisory Committees, Affirmative Action, Articulation (Education)

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