Bibliography: New Mexico (page 122 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 Richard Red Hawk, Bloomington Agency for Instructional Technology, Jan Schechter, Gary W. Arbogast, Joseph Murphy, Jeanette V. Martin, Carole Veir, Inc. Council of Administrators of Special Education, E. James Quigley, and Julie A. Lam.

Veir, Carole (1990). Context Variables for Successful Staff Development in Rural Schools. A description of rural school context variables for successful staff development and an empirical study of large-scale rural intervention are presented in this report. Drawing from research, literature, and practice based on nonrural populations, context variables are identified for implementing effective staff development intervention in rural schools. Document analysis, interviews, and observation were used to study 28 rural schools in 5 states–Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. Stepwise regression was used to identify eight predictor variables for successful staff development, which include training time; socioeconomic profile of the student body; administrative participation; proximity to a higher education institution; provision of incentive; number of high school level teachers; number of administrators in the district; and presence of a trainer from a higher education institution. Three figures are included. (30 references) Descriptors: Elementary Secondary Education, Institutional Characteristics, Predictive Measurement, Predictor Variables

Duncan, Sharon E. (1983). Cheap Ship Trips: A Preliminary Study of Some English Phonological Difficulties of Language-Minority Children and Their Relationship to Reading Achievement. Bilingual Education Paper Series, Vol. 7, No. 4. A study of the pronunciation problems of language-minority children had as subjects 578 first, third, and fifth-graders from seven ethnolinguistic groups (urban and rural Mexican-Americans, Puerto Ricans, Cuban-Americans, Franco-Americans, Native Americans, and Chinese-Americans) from low to low-middle income communities in California, Texas, Florida, New York, Louisiana, and New Mexico and 128 Anglo children from similar income groups. Results showed a significant positive relationship between phoneme production and reading achievement for some groups of third and fifth-graders, as well as for Anglo first-graders. The difficulty pattern varied across the ethnolinguistic groups, but the greatest pronunciation difficulty for the language-minority children was with the phonemes acquired last by first-language English speakers. While some phonological difficulties seem to disappear with increasing age for some groups, for others the difficulties are greater in the higher grades.   [More]  Descriptors: American Indians, Chinese Americans, Comparative Analysis, Cross Cultural Studies

Amodeo, Luiza B.; Martin, Jeanette V. (1983). Teacher Exchange In England: A Model to Improve Writing in the Public Schools. Teachers participating in the Teacher Center-United Kingdom Exchange Program at New Mexico State University were required to keep a journal throughout the entire exchange year. The objective of the exercise was to improve writing and reduce writing anxiety among the teachers, and to influence them to implement journal writing in their public school classrooms. Teachers recorded their activities, observations, experiences, and reflections. Major topics suggested for inclusion in the journals were: (1) teacher-child relationships; (2) classroom management structures; (3) teaching methods and materials; (4) curriculum and school programs; (5) family-parent-child relationships; (6) sociocultural structures; (7) recreational/pleasure activities; and (8) curriculum decision making. A summary of the journal was required at the end of the exchange program. A structured writing course, implemented as a follow-up to the exchange experience, is described which provides teachers with guidance in producing a written document, possibly of publication quality, of their experiences. Descriptors: Creative Writing, Descriptive Writing, Diaries, Foreign Countries

Zerr, Rita G. (1987). The Status of the "Significant Other" in Teacher Education. This paper describes the preliminary findings of a national survey of state requirements for cooperating classroom teachers serving as supervisors of student teaching. It represents a 90 percent national response, with data from all but five states (i.e., Kansas, New Mexico, Rhode Island, Texas, and Utah). Reported information includes: (1) certification in teaching area; (2) supervision in student teaching course; (3) required number of years of experience; (4) required degree; (5) other requirements; and (6) change in State requirement(s) for cooperating teachers during the period 1982-87. In addition to the findings from the national survey, this paper discusses implications of the various responses and advances recommendations for the preparation of cooperating teachers.  Descriptors: Cooperating Teachers, Degrees (Academic), Higher Education, Preservice Teacher Education

National Rural and Small Schools Consortium, Bellingham, WA. (1989). A Resource Guide to Effective HIV Education in America's Rural Schools [and] Update. This 1988 guide on HIV (human immunodeficiency virus) education materials for rural schools and its 1989 supplement include descriptions of curricula, films, videos, articles, fiction, and other materials available to rural educators. The materials are housed in Western Washington University's National Rural and Small Schools Consortium Center in Bellingham. Each curriculum entry contains information about objectives, activities, unique features, age appropriateness, limitations, and ordering information, where applicable. Specifically, the booklet contains listings for: (1) 7 articles; (2) 2 books; (3) 8 brochures; (4) 4 clearinghouses and directories; (5) 13 curricula; (6) 1 curricula evaluation; (7) 4 special projects; and (8) 6 films, audio tapes, or video tapes. Also featured in the booklet is an annotated, six-page bibliography prepared by Full Circle Books in Albuquerque, New Mexico. The supplement includes one additional book, eight more curricula, and a brief paper offering strategies for using HIV education resource materials in rural schools. Descriptors: Acquired Immune Deficiency Syndrome, Annotated Bibliographies, Elementary Secondary Education, Health Education

Driscoll, Elisabeth (1983). Manzano High School Side-by-Side Program Review, Fall, 1983. The report presents results from an evaluation of the "Side-by-Side" program in Albuquerque, New Mexico, designed to integrate institutionalized severely handicapped high school students into the public school system. Following a brief review of the program's history and a description of the evaluation's in-depth interview approach, the program's goals and objectives are listed with modifications suggested by staff. The following topics are then addressed in separate chapters: population served (enrollment, characteristics); program organization and services (compliance with state regulations, overall program services, curriculum, ancillary services); staff development and training needs (school inservice); consumer satisfaction (parents, students); service provider concerns; and regular education attitudes toward the Side-by-Side program. A final chapter lists recommendations on four topics: administration, staffing, curriculum, and facilities and equipment. Descriptors: High Schools, Mainstreaming, Program Descriptions, Program Development

Council of Administrators of Special Education, Inc. (1984). Training and Model Exchange Project, 1983-1984. The guide presents descriptions of 65 unique or exemplary special education programs in California, Colorado, Kansas, Montana, New Mexico, Utah, and Washington. Programs were identified through a peer nomination process. Entries include information on project title, target population, project description, process for evaluation or analysis and renewal, adoption requirements, funding requirements, and materials available. Each entry also includes the name of a contact person for further information about the program or practice. The following topic areas are represented (sample subtopics in parentheses): special curriculum (specially designed physical education, counseling and mental health services); technology (use of microcomputers, special education data management systems); least restrictive environment (cross-categorical programming, infant education, programs for rural areas); secondary and/or vocational education (career specialist/assessment program, instruction in rural districts); communication handicaps (experiential language/sensory integration); limited English proficiency (bilingual special day class); and personnel development (parent facilitator programs, resource network).   [More]  Descriptors: Communication Disorders, Curriculum, Demonstration Programs, Disabilities

Lam, Julie A. (1988). The Impact of Conflict Resolution Programs on Schools: A Review and Synthesis of the Evidence. This paper offers a synthesis of the existing research on school-based mediation or conflict-resolution programs. Studies of programs in the following six areas are described: Poughkeepsie, New York; New Mexico; Colorado Springs, Colorado; New York City; Chatham County, North Carolina; and Greenfield, Massachusetts. The following elements of each study are highlighted: evaluation goals, school demography, the mediation training program, curriculum, measurement, and evaluation results. A conclusion is that school-based conflict-resolution programs have generally had positive effects on student mediators, the student body, and teachers. Findings, however, are inconclusive because the studies did not use the same evaluation criteria. Findings do suggest that student self-esteem improved and that the programs had high success rates. Suggestions are offered for designing accurate research evaluations of school-based conflict-resolution programs. A program summary chart is included. Descriptors: Conflict Resolution, Elementary Secondary Education, Negotiation Agreements, Problem Solving

Quigley, E. James (1979). Faculty Productivity: Practice and Policy. Information was obtained on current or recently proposed legislation, administrative regulations, policies, practices, reports or studies on any aspect of faculty productivity, faculty workload or teaching load, or faculty activity analysis. Responses were obtained from 34 states. Responses for the 14 states that provided reference material are categorized by four general approaches to faculty productivity as follows: a formula approach to determine productivity ratios and funding levels (Alabama, New Mexico, Ohio); a workload analysis approach with minimum workload specified (Florida, Washington, Texas); faculty activity analysis in combination with various costing studies (Oregon, Pennsylvania, Virginia); and faculty activity analysis for general use in budgeting process and in productivity analysis (Illinois, North Carolina). Faculty activity analysis in combination with other institutional cost data was the most common method of assessing faculty productivity. Descriptors: Budgeting, College Faculty, Educational Economics, Faculty Workload

Murphy, Joseph, Ed. (1993). Preparing Tomorrow's School Leaders: Alternative Designs. In this book, faculty from nine universities describe innovations undertaken in the context of their institutions' administrator preparation programs. The goal is to inform the profession about recent efforts to strengthen preparation programs in school administration. Following the introductory material–the preface, foreword, and introduction–chapter 1 sets the stage for the case studies that follow by describing three eras of ferment in school administration in the United States. Chapters 2-10 offer stories of nine institutions actively engaged in comprehensive program improvement efforts. The institutions include the University of New Mexico, Stanford University, the University of Washington, the University of Utah, East Tennessee State University, the University of Colorado, Miami University, and the University of North Carolina at Chapel Hill. A concluding chapter discusses implications of these cases for more widespread reform in administrator preparation. Notes and references accompany each chapter.   [More]  Descriptors: Administrator Education, Educational Administration, Educational Improvement, Educational Innovation

National Center for Education in Maternal and Child Health, Washington, DC. (1991). Childhood Lead Poisoning Prevention: A Resource Directory. Second Edition. This resource directory lists states and localities with childhood lead poisoning prevention programs, along with the contact person(s) for each program area (such as screening, medical treatment, paint chip testing, home inspection, and abatement.) Information is provided for 47 states (New Mexico, West Virginia, and Wyoming reported no lead poisoning prevention programs) and the District of Columbia. Appendices include: (1) tables noting the types of services offered by the state and local programs, such as screening, medical follow-up management, environmental follow-up management, temporary shelter, community education, and consultation; and (2) a list of educational materials used by state and local programs in their community education effort, arranged by state.    [More]  Descriptors: Children, Community Education, Community Programs, Consultation Programs

Schechter, Jan (1981). Issues of Competency and Accountability. The Proceedings of an Invitational Symposium (Austin, Texas, May 13-14, 1981). Representatives from Arkansas, Louisiana, Mississippi, New Mexico, Oklahoma, and Texas discuss the issues surrounding teacher and student competency and accountability. For each state, they review legislative policies and actions and the programs of the state education department regarding the use of competency and accountability standards. The report also includes the presentations of three national advisors on the role of assessment and its affect on curriculum, the time constraints involved in establishing and implementing minimal standards, and the legal issues surrounding the use of such tests. The report concludes with brief summaries of discussions on educational malpractice, the use of norm-referenced tests, and the impact of financial resources on school outcomes. Two appendices provide lists of relevant reference materials and of the names of participants.   [More]  Descriptors: Accountability, Basic Skills, Educational Assessment, Elementary Secondary Education

Arbogast, Gary W. (1978). An Investigation of Elementary School Physical Education Experiences of Selected Entering Education Majors. The elementary school experiences of 418 entering education majors at the University of New Mexico were investigated to determine the extent to which early experience may or may not have influenced the students' choice of physical education as a career. Data was collected concerning the following variables: 1) number of students whose shools had elementary-level physical education specialists, as opposed to those that had a regular classroom teacher doubling as a physical education instructor; 2) the amount of time allotted to physical education activities; 3) teaching methods used by the students' instructors; 4) the equipment and facilities which were available; 5) the types of activities; and 6) the attitudes and perceptions education majors harbored regarding their elementary physical education experiences in general. A summary of research findings is included. Descriptors: Attitudes, Classroom Environment, Early Experience, Education Majors

Red Hawk, Richard (1988). A, B, C's the American Indian Way. This book, recommended for children from preschool through age 8, presents various facts about American Indians and American Indian culture and history. Using the alphabet, the book provides information on the Apache people of the southwestern United States; the Luiseno of southern California; the Modoc of northern California; the Navajo nation, which is the largest tribe in the United States; the Quechan of southeastern California; the Umatilla people who mostly live in the northwestern United States; and the Zuni of New Mexico. Objects representative of American Indian culture are described, including Iroquois false faces, Plains Indian tipis, Plateau Indian drums, baskets, eagle feathers, yei masks, kachina dolls, and traditional headdresses. The book also profiles the lives of famous Indian figures, including Geronimo, Ishi, Pocahontas, Captain Jack, Chief Ollokot, and Chief Joseph. Contains many photographs.   [More]  Descriptors: American Indian Culture, American Indian History, American Indians, Childrens Literature

Agency for Instructional Technology, Bloomington, IN. (1987). Evaluation of Two Rough-Cut Programs from "Solve-It." Research Report Number 98. This report describes the evaluation of two video programs from "Solve It," a sixth-grade mathematics series. The 18-part series is designed to improve students' critical thinking and problem-solving skills in mathematics. The purpose of the evaluation was to determine the instructional effectiveness and appeal of two rough-cut programs, "Geometry and Measurement: Measuring Volume," and "Problem Solving: Drawing and Interpreting Tables and Diagrams." The programs were shown to fifth- and sixth-grade students at nine schools in Illinois, Indiana, New Jersey, and New Mexico. In nearly all cases, evaluators obtained both student and teacher comments and scores from tests given before and after viewing. Reviewers found "Measuring Volume" to be both instructionally effective and enjoyable to watch. Students had a hard time understanding certain parts of "Drawing and Interpreting Tables and Diagrams." Teachers and students found the information too technical to grasp in such a short time.   [More]  Descriptors: Educational Technology, Educational Television, Elementary Education, Elementary School Mathematics

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