Bibliography: New Mexico (page 135 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 Diane Montgomery, Gail E. Spande, William Russell Young, Martha L. Thurlow, R. L. Derlin, Martha Thurlow, Diane E. Downing, Aaron Ruhland, Priscilla Lansing Sanderson, and Ronald Erickson.

Sanderson, Priscilla Lansing; Schacht, Robert M.; Clay, Julie A. (1998). Independent Living Outcomes for American Indians with Disabilities: A Needs Assessment of American Indians with Disabilities in Northwestern New Mexico (Cibola, San Juan and McKinley Counties). This fact sheet discusses the outcome of a study designed to understand the needs of American Indians with disabilities who may have problems that limit their ability to carry out daily activities. Thirty-two American Indians with disabilities were interviewed in three counties in northwest New Mexico regarding the things they used or needed because of their disability. Results indicated many of the respondents had more than one disability, with the most common disabilities being blindness, hearing impairments, and hypertension. The three most common activities limited by the respondent's disabilities were working on a job, taking care of things/responsibilities, and driving. The services needed but not received in the past year were help with services, help with food, dental care, help with clothing, and help with housing. The three most common service agencies providing help were Social Security, Indian Health Service, and Medicaid/Medicare. Respondents needing personal assistance services indicated they had a person who helped them with daily living activities. Recommendations are provided, including the need for service providers: to collaborate on providing services, to provide advocacy training, and to be aware of different tribal cultures.   [More]  Descriptors: Adult Day Care, Adults, Advocacy, Agency Cooperation

Downing, Diane E. (1984). Survey on Uses of Distance Learning in the U.S. A December 1983 survey queried the chief state school officers of the 50 states on the extent to which distance learning techniques are used in public education in their states. Respondents were asked to focus on interactive forms of distance learning, such as audio and video teleconferencing. A total of 28 states (56%) responded, with the following 14 states indicating that there were no current projects involving distance learning in their states and no plans for future implementation: Arkansas, California, Delaware, Florida, Kentucky, Idaho, Maine, Michigan, Mississippi, Missouri, New Hampshire, New Jersey, North Dakota, and Tennessee. A wide range of current activities and future plans in distance learning technologies were indicated by the remaining 14 states of Alabama, Alaska, Illinois, Maine, Minnesota, Nevada, New Mexico, New York, North Carolina, Oregon, Pennsylvania, South Carolina, Texas, and Wyoming. Individual responses of the state departments of education are presented for each of 10 questions covering resources, financing formulas, numbers of projects or sites, training required of teachers, subject areas involved (basic skills, languages, science) and types of courses (full course, motivational, supplemental) being delivered by distance technologies, course development, state accreditation, administrative uses of telecommunications, and state-level planning for the future. The survey instrument and a list of respondents are appended.   [More]  Descriptors: Delivery Systems, Distance Education, Educational Finance, Elementary Secondary Education

Barry, Tom (1979). New Mexico Pueblos Confront the Atomic Age, American Indian Journal. While mineral development in Indian Country offers economic benefits, it can also pollute the air and water and destroy the land itself. Article describes three different approaches that Laguna, Acoma and Santo Domingo Pueblos are using to deal with exploitation of their natural resources.   [More]  Descriptors: American Indian Reservations, American Indians, Conservation (Environment), Depleted Resources

Derlin, R. L.; McShannon, J. L. (2000). Faculty and Student Interaction and Learning Styles of Engineering Undergraduates. The problem of low graduation rates for diverse students in engineering has many causes. Low retention rates for all students in the first two years of an engineering program is a significant problem which must be addressed if universities are going to increase the number of graduates in engineering programs. Faculty and administrators agree, not all students can, or should, become engineers. But, are the "right" students leaving? Are all the "leavers" the students who are unable to handle to coursework? While many factors influence a university student's decision to remain or leave a particular field of study or the pursuit of higher education entirely, one factor considered to be relevant is their learning style. This study examined an hypothesized six-factor model of interactive learning styles. Interactive learning styles refers to the learning style students use when learning new information by relating to their environment. Do they interact with other students or with their faculty? Do they interact differently during class than after class? The study sample was 515 undergraduate engineering students enrolled in the three engineering colleges in New Mexico. An exploratory factor analysis using SAS and a confirmatory factor analysis using LISREL was performed on the responses to the survey. The analyses of the data did not support the hypothesized model for interactive learning styles. However, the analysis did suggest an alternative model; and, did support the hypotheses that interactive learning styles are different among various respondent subgroups including, male and female, white and minority, and freshman and seniors. While the interactive learning style of students learning by themselves contributed most to the success of five of the seven respondent groups, the two groups which have the lowest retention rate nationwide, minorities and freshman, did not state learning by themselves contributed most highly to their success. Learning with other students contributed most highly to minority students' success, and learning with faculty in an informal environment, outside of class, contributed most to the freshman students' success. While traditional instructional strategies appear to support the students who are traditionally successful in engineering program, they may fail to provide the same opportunities to their more diverse students. By providing the information learned about interactive learning styles, engineering administrators and faculty can become aware of alternative instructional strategies which can encourage the same level of participation and inclusion by these diverse students.   [More]  Descriptors: Cognitive Style, Conventional Instruction, Engineering Education, Ethnicity

Thurlow, Martha; Erickson, Ronald; Spicuzza, Richard; Vieburg, Kayleen; Ruhland, Aaron (1996). Accommodations for Students with Disabilities: Guidelines from States with Graduation Exams. State Assessment Series: Minnesota Report 5. This study analyzed the written accommodation guidelines for students with disabilities in 18 states (Alabama, Florida, Georgia, Hawaii, Louisiana, Maryland, Michigan, Mississippi, Nevada, New Jersey, New Mexico, New York, North Carolina, Ohio, South Carolina, Tennessee, Texas, and Virginia) that use graduation examinations. Each state uses a different test; 12 include a writing sample; and all states, with the exceptions of Nevada and North Carolina, have criterion-based tests. A variety of accommodations are allowed when students with disabilities take the exams. A common general guideline is that testing accommodations should be consistent with accommodations used by the student for classroom instruction. Analysis of specific accommodations are organized into four groups: (1) format/equipment accommodations (such as Braille or sign language); (2) scheduling accommodations (extended time, multiple sessions, breaks); (3) setting/administration accommodations (individual administration, interpretation of directions); and (4) response accommodations (use of proctor or scribe, machine, writing responses in test booklet). Most states did not indicate whether the testing results of students using accommodations would be included in the local or state statistics. Guidelines were also rated for clarity, inclusiveness, and organization. Among four recommendations to states are that clear definitions and explanations of each acceptable accommodation should be provided.   [More]  Descriptors: Academic Standards, Disabilities, Educational Assessment, Educational Policy

Spande, Gail E.; Thurlow, Martha L. (1994). Matching State Goals to a Model of School Completion Outcomes and Indicators. Technical Report 9. The National Center on Educational Outcomes (NCEO) has formulated a conceptual model of educational outcomes, including eight major domains, that is appropriate for all students, including those with disabilities. This document presents the results of matching 17 states' expected outcomes and the NCEO outcomes at the level of school completion. States included: Arkansas, Colorado, Florida, Georgia, Hawaii, Indiana, Kansas, Kentucky, Louisiana, Michigan, Minnesota, New Hampshire, New Mexico, New York, Texas, Vermont, and Virginia. The analysis was conducted by matching states' goals to NCEO's domains, outcomes, and indicators, and matching NCEO domains, outcomes, and indicators to state goals. In general, the matching activity suggests that there is considerable correspondence between domains and outcomes in the NCEO model and state outcomes. Each of the NCEO domains is addressed by at least two states, and the Academic and Functional Literacy domain is included in all 17 states' lists of expected outcomes. Most of the states had goals in at least five NCEO domains. There were few state outcomes that were not addressed in the NCEO model.   [More]  Descriptors: Academic Standards, Disabilities, Educational Objectives, Graduation Requirements

LEYENDECKER, PHILIP J. (1966). NEW MEXICO 4-H LEADERSHIP SERIES. THIS SERIES OF GUIDES WAS DESIGNED TO ASSIST COUNTY AGENTS IN LEADER TRAINING. THEY WERE WRITTEN WITH THE IDEA THAT A COUNTY EXTENSION AGENT WOULD PRESENT THE UNIT, BUT IT IS POSSIBLE WITH SOME REVISION, THAT A VOLUNTEER PERSON COULD MAKE THE PRESENTATION. THESE 4-H GUIDES ARE FOR THE DEVELOPMENT OF LEADER'S RESPONSIBILITIES IN PROJECT SELECTION, RECORD KEEPING, UNDERSTANDING AND WORKING WITH YOUTH, OFFICER TRAINING AND PARLIAMENTARY PROCEDURE, THE PHILOSOPHY AND OBJECTIVES OF 4-H, PLANNING ACTIVITIES AND EVENTS, RECOGNITION AND AWARDS IN 4-H CLUB WORK, AND TEACHING TECHNIQUES AND METHODS.   [More]  Descriptors: Clubs, Evaluation, Extension Agents, Guides

King, Richard A. (1983). Equalization in New Mexico School Finance, Journal of Education Finance. Data are analyzed in support of the conclusion that fiscal neutrality has nearly been achieved since 1974 legislation mandating uniform tax rates and a foundation program of school aid. Remaining disparities in per pupil revenue and expenditure are interpreted as a function of varying pupil and school district needs. Descriptors: Educational Equity (Finance), Elementary Secondary Education, Equal Education, Equalization Aid

Benson, Chris, Ed. (1999). Teaching with Technology, Bread Loaf Rural Teacher Network Magazine. This serial issue contains 11 articles all on the theme of "Teaching with Technology", specifically about how teachers in the Bread Loaf Rural Teacher Network (BLRTN) are using computers, the Internet, and various audiovisual technologies in the classroom. BLRTN consists of approximately 200 rural teachers in Alaska, Arizona, Colorado, Georgia, Mississippi, New Mexico, South Carolina, and Vermont. Several articles describe projects funded by the National Endowment for the Humanities, in which two or three classrooms communicated electronically while studying a literature text, and a Middlebury College faculty member served as online consultant and mentor. The articles are: "Multimedia Authoring on CD-ROM: Applying New Technology to Shakespeare" (Kurt Broderson); "Netting the Past: Putting Our Town's History on the Web" (Linda F. Hardin); "The 'Promise' of Technology: An Interview with Director Rocky Gooch" (Chris Benson); "A Framework for Designing a Computer Conference" (Robert Baroz); "Voice and the Language of Power in Computer Conferencing: Who Speaks?" (Dean Woodring Blase); "BreadNet Conferencing: A Bridge to Other Places, Other Times" (Brad Busbee); "The Face of Lawrence: Integrating Photography and Writing" (Mary O'Brien Guerrero); "Beyond Chat Rooms and Listserves" (Dixie Goswami); "The World Outside and 'The Island Within'" (Anne Gardner); "Creating Community with Visual Technology" (Renee Evans); and "A Letter from the Classroom: Idalia, Colorado" (Lucille Rossbach).   [More]  Descriptors: Class Activities, Computer Mediated Communication, Computer Uses in Education, Elementary Secondary Education

Young, William Russell, III, Comp. (1981). New Mexico Dropout Study, 1979-80. The study for 1979-80 identified 8,414 or 9.20% of the statewide enrollment of 91,438 for grades 9-12, as school dropouts, using surveys tallying all dropouts and enrollment by grade, sex, ethnicity, school, district, and possible reasons for leaving school, from 144 schools in 86 districts. The lowest rate was for grade 9, the highest for grade 11, typical of the previous 3 years. Also consistent with past results was a higher dropout rate for males (9.76%) than females (8.62%), although the differential was less. Major causes for dropping out for both males and females were "Motivational or Interest Related" (41% and 32%, respectively) and "Home or Related" (16% and 27%, respectively). Further analysis attributed the 27% rate for females to pregnancy or marriage. Anglos, Hispanics, and Blacks had similar ranges (7.69%, 8.92%, 9.19%) with an increase for Native Americans (13.59%). Anglos and Hispanics dropped out most in grade 11, Native Americans in grade 10, and Blacks in grade 12, with major causes for all groups reported as "Motivational or Interest Related." Five schools and three districts had no dropouts. Included in the report are the survey, data tabulation, and a map showing dropout rate by school district. Descriptors: American Indians, Black Students, Dropout Characteristics, Dropout Rate

Conn, Stephen (1973). At Ramah, New Mexico: Bilingual Legal Education, Journal of American Indian Education. In a legal education program being developed, the student's dual identity as a member of the Navajo Nation and as an American citizen will be stressed as the impact of customary law ways, the Navajo common law, and the common law developed through state and Federal jurisprudence as these laws actually exist within the context of life in Navajo land.   [More]  Descriptors: American Indians, Bilingual Education, Cross Cultural Studies, Cultural Education

New Mexico State Univ., Las Cruces. (1974). Faculty Handbook, New Mexico State University. The mission, goals, and objectives of the university are set forth in this 1974 edition of the faculty handbook, along with specific policies and procedures of the school. Major areas covered include faculty affairs, academic services, research, business office, and general administrative services. Specific topics of interest to faculty members are detailed, including: recruiting and appointments, contracts, faculty assignment policy and evaluation, promotion, academic freedom, promotions, leaves of absence, curricula, grading, retirement, class disruption or interruption, tutoring services, advising, insurance, and advisory committees. Various university services are also discussed. Descriptors: Academic Freedom, Administrative Organization, Administrative Policy, Ancillary Services

Montgomery, Diane; And Others (1990). Screening for Giftedness among American Indian Students. The purpose of this study was to investigate and identify traits describing gifted American Indian elementary school students. A large sample of characteristics was acquired from past or existing programs for gifted American Indian students, an investigative Q study, and relevant literature. The items were narrowed down to create a validation instrument of 60 descriptors representing 7 general categories of giftedness, as grouped by American Indian adults from several Plains tribes. The instrument was applied and completed by teachers of 812 gifted and non-gifted American Indian children in Minnesota, New Mexico, New York, Oklahoma, and Washington. Of these, 251 instruments were analyzed for this study. The results identify 30 items that significantly differentiate gifted American Indians from other students. The items appear to describe goal-directed and highly creative skills involving problem-solving and working in groups. A checklist of 28 positively worded and scored "tribal cultural characteristics" is suggested as an aid in identifying gifted American Indian students. Tables include a t-test of means between gifted and non-gifted groups for each of the 60 descriptors.   [More]  Descriptors: Academic Aptitude, Academically Gifted, American Indian Education, American Indians

New Mexico State Dept. of Education, Santa Fe. Evaluation, Assessment, and Testing Unit. (1977). New Mexico Dropout Study, 1976-1977. The study for 1976-77 identified 5,527 students (5.98% of the statewide enrollment of 92,423 for grades 9-12) as school dropouts. Surveys tallying dropouts and enrollment by grade, sex, ethnicity, and possible reasons for a student's decision to leave school were received from 152 schools in 86 districts. Districts reported dropout ranges from 13.6% to 0%; individual schools reported 19.1% to 0%; and alternative and evening high schools had rates from 59.6% to 10.2%. Data analysis indicated that American Indian students, who made up 7.5% of total enrollment but constituted 12.9% of total dropouts, were more than twice as likely to leave school as Anglo students. Percentages of total dropouts for other ethnic groups were: Spanish 43.7%; Anglo/Other 40.7%; Black 2.6%; and Oriental 0.1%. Dropout rates for grades 10 and 11 (62% of total dropouts) were significantly higher than for grades 9 and 12. The northwest and southeast regions had less than half of the state's enrollment but nearly two-thirds of the dropouts. Suggested revisions for subsequent reports included clarification of definitions and directions. Descriptors: American Indians, Black Students, Dropout Characteristics, Dropout Rate

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