Bibliography: New Mexico (page 138 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 Battle Creek Kellogg Foundation, Boulder Western Interstate Commission for Higher Education, Catalina M. Manini, Virginia Roach, Gail Robinson, Carin Bigrigg, Marleen C. Pugach, Lynn Barnett, Eleanor Hubbard, and Katherine Fraser.

Bowser, Benjamin P.; Whittle, K. Deborah (1998). How Community Efforts To Reduce Substance Abuse Have Influenced Race Relations. Lessons Learned Conferences Seminar Report (Cleveland, Ohio, March 30-31, 1998). A series of meetings with leaders from six communities explored how efforts to reduce substance abuse may be affecting race relations. Leaders from these communities, located in Los Angeles (California), Mobile (Alabama), Gallup (New Mexico), Kansas City (Missouri), San Francisco (California), and Vallejo (California), spoke about discord between racial groups and the tensions of cultural and ethnic diversity. The participants arrived at a consensus that local race relations had improved as a consequence of working together to reduce substance abuse. Common themes were identified from the various experiences of these communities: (1) a common cause can bring diverse groups together; (2) it is important to understand and acknowledge diversity within racial groups; (3) it is important to involve community residents and institutional leaders as participants of equal status; and (4) local governments can be instrumental in facilitating constructive community efforts. Brief profiles provide more specific information about the substance abuse efforts in each of the communities. Critical questions to be considered in implementing substance abuse programs with implications for race relations are posed.   [More]  Descriptors: Community Action, Cooperation, Cultural Differences, Ethnicity

Adelman, Howard; Taylor, Linda (1998). The Maternal and Child Health Bureau's Initiative for Mental Health in Schools. Report from the Summit. (Washington, DC, March 7, 1998). When the Maternal and Child Health Bureau implemented an initiative in 1995 to support mental health for school-age children and youth by strengthening the capacity of school-linked health programs to address psychosocial issues and mental health problems, two national centers and five state projects were developed. The work of projects in Kentucky, Maine, Minnesota, New Mexico, and South Carolina and the centers at the University of California, Los Angeles (UCLA) and the University of Maryland at Baltimore are outlined. Outlined are complimentary activities of the projects and national centers. For example, the University of Maryland center has created a major annual national conference dedicated to advancing school mental health. The center at UCLA collaborated with other organizations on regional and national invitational meetings designed to advance strategic objectives. Other complementary activities are seen with needs assessment and resource mapping. The Baltimore center focuses on clarifying the mental health needs of students and maps the services schools provide for meeting needs. The center at UCLA focuses on clarifying policy considerations that have resulted in fragmented and marginalized approaches to mental health in schools. The document concludes with a discussion of ways to enhance the continuing development of initiatives to foster widespread adoption in of mental health programs in schools. (Contains 35 references and one appendix.)   [More]  Descriptors: Ancillary School Services, Child Health, Elementary School Students, Elementary Secondary Education

Raber, Suzanne; Roach, Virginia; Fraser, Katherine, Ed. (1998). The Push and Pull of Standards-Based Reform: How Does It Affect Local School Districts and Students with Disabilities?. This report discusses findings from case studies in California, Missouri, New Mexico, and Pennsylvania that examined ways in which state-level general and special education reforms interact, impact local districts, and affect the educational programs for students with disabilities. Chapter 1 reviews two major state-level priorities for education in the four states: raising education standards and containing education costs. It then explores the effects of state cost-containment measures on local school districts. Chapter 2 focuses on how school districts are responding to state-generated standards-based reforms, and discusses why the kinds of policy actions that the states are taking to reform education are not necessarily the kinds of actions that are most likely to influence local educational practices. It reviews the immediate pressures that the districts must address as they improve their educational programs, and how this leads the districts in directions that may not match up with state education priorities. Chapter 3 looks at the innovations and the variability that arise as the districts invent their own approaches to serving students with disabilities in the absence of clear state guidance. The report concludes with issues that states should consider to increase the impact of standards-based reform. (Contains 59 references.)   [More]  Descriptors: Academic Standards, Case Studies, Disabilities, Economic Factors

Manini, Catalina M.; Cervantes, Juan (1998). Adult Basic Education Basic Computer Literacy Handbook. This handbook, in both English and Spanish versions, is intended for use with adult basic education (ABE) students. It contains five sections of basic computer literacy activities and information about the ABE computer literacy course offered at Dona Ana Community College (DACC) in New Mexico. The handbook begins with forewords by the handbook's two developers, an ABE director and an ABE tutor with degrees in computer technology and foreign languages. The following topics are examined in six sections: computers and the disk operating system DOS (definition of a computer, components of a microcomputer system, the procedure for starting a computer, the procedure for starting DOS, basic DOS commands, and the concept of directories); the basics of working with Windows 95 (using the start button, the programs option, and Windows Explorer; maximizing, minimizing, and canceling; and shutting down Windows 95); the basics of operating the word processing program WordPerfect and the spreadsheet Quattro Pro; the Internet (networks, Internet addresses, the World Wide Web and Netscape Navigator, and electronic mail); and the basic computer literacy course taught at DACC (course outline and list of competencies). English and Spanish versions of the handbook are included.   [More]  Descriptors: Adult Basic Education, Adult Literacy, Community Colleges, Computer Literacy

Pugach, Marleen C. (1998). On the Border of Opportunity: Education, Community, and Language at the U.S.-Mexico Line. Sociocultural, Political, and Historical Studies in Education. The U.S.-Mexican border is an extensive geographical region that is socially and economically distinct from either the United States or Mexico. It has always been a multilingual and multicultural place. This book examines the social and cultural complexities of life in one small rural border town and its high school. Chapter 1 describes Havens, New Mexico, and its interdependence with its Mexican neighbors. Chapter 2 introduces three "cultural mediators," two students and one teacher from Havens High School. These individuals are highly conscious of their border-bound lives and work actively to mediate between their local and Mexican cultures. Chapter 3 presents the language landscape in the community and in the schools, focusing on the uses of Spanish and English. This is followed by a specific description of the district's bilingual education programs in chapter 4. Chapter 5 introduces the social structure of the high school and describes student interactions across cultural lines. Chapter 6 presents an alternative metaphor for thinking about the border, and identifies markers of opportunity that already exist in Havens as it works toward defining what it means to be a bicultural and binational community. The epilogue reviews progress in bicultural relations, the effect of new U.S. immigration laws, and how hospitality has been the foundation of Havens' cross-border relationships. Contains 35 references, notes, and an index. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Bilingualism

Robinson, Gail; Barnett, Lynn (1998). Best Practices in Service Learning: Building a National Community College Network, 1994-1997. AACC Project Brief. As part of the Learn and Serve America Program of the Corporation for National Service, the American Association of Community Colleges (AACC) has helped develop campus-based programs that have instigated a growing community college service learning network. Ten colleges, selected in a national competition for grants ranging from $2,000 to $12,000 per year, trained faculty and developed or strengthened relationships with organizations that offered service placement sites for students to address community needs. A variety of "best practices" evolved from the strategies and resources developed at the colleges. The project, which led to permanent service learning programs in all 10 colleges, grew around the key areas of model programs, mentor teams, and clearinghouses. Information regarding implementation, outcomes, and contacts is provided for each of the following service learning community colleges: Albuquerque TVI, New Mexico; Alpena, Michigan; Flathead Valley, Montana; Hocking College, Ohio; Johnson County, Kansas; Kapi'olani, Hawaii; Monroe, New York; Northern Virginia, Virginia; Prestonburg, Kentucky; and Truman College, Illinois.   [More]  Descriptors: Community Colleges, Cooperative Learning, Educational Development, Educational Facilities

Hubbard, Eleanor, Ed. (1998). Best Practices in Institutional Planning for Diversity. This monograph was created to help colleges and universities throughout the West strengthen their commitment to diversity. Twenty colleges and universities in four states–Idaho, New Mexico, North Dakota, and Oregon–participated in the Institute for Ethnic Diversity, with each campus, from large state research institutions to small community colleges, producing a locally developed diversity plan. Common strategies that emerged included the following: articulate the benefits of institutional diversity planning explicitly and clearly; develop a shared campus-specific vision; create a comprehensive institutional plan; include ongoing assessment and accountability measures; secure strong and active support from institutional leaders; ensure that all stakeholders participate in the planning process; establish open and ongoing communication with all campus constituencies; encourage campus leaders to deal with diversity issues and controversies in a direct manner; allocate sufficient resources for both planning and implementation; and seek out opportunities to work collaboratively with local, state, regional, and national bodies. Brief profiles of the seven institutions whose diversity plans are highlighted in this document are appended. Descriptors: Community Colleges, Diversity (Institutional), Governance, Higher Education

Western Interstate Commission for Higher Education, Boulder, CO. (1998). Policy Indicators for Higher Education: WICHE States. Regional Fact Book for Higher Education in the West. This report provides statistical data on the state of higher education among the member states of the Western Interstate Commission for Higher Education (WICHE). The purpose of the data is to inform state-level policymaking. It contains regional indicators and projections in regard to population, educational attainment, high school graduation, student migration, higher education participation, college enrollment, participation by minority students, degree production, tuition and fees, household income, student financial aid, state appropriations, higher education's share of state appropriations, per-student expenditures, sources of institutional revenue, faculty salaries, research and development expenditures, and employment by occupational sector. It also contains state-specific indicators and projections for Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, Utah, Washington, and Wyoming. In addition, the report contains short reports on current issues of interest to state and campus decision makers, such as the effects of welfare reform on higher education or the impact of information technology on higher education finance. Included are 27 data tables, and figures of regional and state indicators. The Carnegie Classification of Institutions of Higher Education is appended. (Contains 34 references.) Descriptors: College Faculty, College Students, Degrees (Academic), Demography

Andrews, Jean F.; Nover, Stephen M. (1998). Critical Pedagogy in Deaf Education: Bilingual Methodology and Staff Development. USDLC Star Schools Project Report No. 1. The New Mexico School for the Deaf was awarded a five-year federal grant to implement and test a proposed bilingual/ESL model for students with deafness acquiring and learning two languages. The Star Schools project also was tasked with designing an effective system of staff development within residential schools for the deaf to guide teachers in the use of effective instruction to maximize students' affective, cognitive, social, American Sign Language (ASL) proficiency, English literacy acquisition, and academic achievement through the use of two languages: ASL and English. This report summarizes the first year's research on the implementation of staff development for teachers of children with deafness. Fifteen elementary school teachers from two residential schools for the deaf participated in a year-long staff development program. This program included 36 hours of seminars in bilingual/ESL theories. Analysis of reflective logs indicate that the seminars prodded teachers to reexamine their beliefs about how students with deafness acquire language and literacy. Appendices include course syllabi and answers to questions regarding bilingualism, first and second language acquisition, and teaching techniques that emerged from discussions with teachers and other professionals concerned with implementing bilingual education for students with deafness. (Contains more than 200 references.)   [More]  Descriptors: Bilingualism, Deafness, Elementary Education, Hearing Impairments

Kellogg Foundation, Battle Creek, MI. (1998). Safe Passages through Adolescence: Communities Protecting the Health and Hopes of Youth. Lessons Learned from W. K. Kellogg Foundation Programming. This is the third in a series of reports summarizing the investment of the W. K. Kellogg Foundation in community-based health programming. It addresses the health issues confronting young people in U.S. society by profiling eight different community-based approaches to adolescent health. The programs described, all sponsored by the Kellogg Foundation, offer lessons for others designing and implementing adolescent health programs. The following programs are described: (1) TRUST: Teaching Respect, Understanding, Self-Esteem, and Togetherness for the Development of African- American Youth (East Tampa, Florida); (2) Lummi Cedar Project (Belingham, Washington); (3) Adolescent Family Life Program (Sunland Park, New Mexico); (4) Center for Black Women's Wellness (Atlanta, Georgia); (5) The Corner Health Center (Ypsilanti, Michigan); (6) Boys, Girls, Adults, Community Development Center, Inc. (Marvell, Arkansas); (7) Boston Unites To Raise Its Children (Boston, Massachusetts); and (8) New Chance, Manpower Demonstration Research Corporation (Detroit, Michigan; Allentown, Pennsylvania; Lexington, Kentucky). Lessons learned form these programs highlight the need for comprehensive and coordinated services with multiple points of access, including efforts to address employment and economic development issues. A list of 48 resources for further information is included. An executive summary of this report is contained in a separate document that has been included in this same accession. (Contains 86 references.)   [More]  Descriptors: Adolescents, Health Programs, Program Descriptions, Program Development

State Higher Education Executive Officers Association. (1998). State Higher Education Appropriations, 1997-98. This report contains data on state funding for higher education for the 1997-1998 school year. State funding for higher education continued to grow in FY98 for the fifth straight year, increasing 6%, or $2.8 billion, over the prior fiscal year. The amount of support for higher education exceeded $49 billion, and the 1-year and 2-year percentage gains were the largest since 1990 and were nearly enough to make up for the recession of the early 1990s. Only four states (Alaska, Hawaii, New Mexico, and Tennessee) reduced their general funding appropriations for higher education from the previous year, and their cuts were rather small. Appropriations grew in every other states except Wyoming, where state funding remained flat. Although higher education fared well financially during this fiscal year, there continued to be a fundamental anxiety about higher education, resulting in a number of proposed or enacted restrictions and accountability measures for higher education. The report contains a discussion of higher education appropriates and national trends, followed by national tables and some comparative measures. A third section discusses state-by-state appropriations. (Contains 3 figures, 15 tables, and 17 references.) Descriptors: Educational Finance, Financial Support, Higher Education, Resource Allocation

General Accounting Office, Washington, DC. Health, Education, and Human Services Div. (1998). School Technology: Five School Districts' Experiences in Funding Technology Programs. Report to Congressional Requesters. This document contains a letter to members of the United States Senate reporting the information gathered from a study of five school districts' experiences funding technology programs. Appendices, which comprise the majority of the document, include the project scope and evaluation, and the reports from each school district. The five school districts examined were: Davidson County Schools (North Carolina), Gahanna-Jefferson Public Schools (Ohio), Manchester School District (New Hampshire), Roswell Independent School District (New Mexico), and Seattle Public Schools (Washington). The section on each school district covers the state role in providing funding and technical assistance, district experience in funding technology, and summary of schools visited. The study addressed four questions: (1) What funding sources have school districts used to develop and fund their technology programs? (2) What barriers have districts faced in funding the technology goals they set, and how did they try to overcome these barriers? (3) Which components of districts' technology programs have been the most difficult to fund, and what have been the consequences? and (4) How do districts plan to handle the ongoing costs of the technology they have acquired? The report does not evaluate the districts' technology goals or assess the effect of technology on students' academic progress. The educational technology addressed in the report consists of computers and peripherals and their connectivity to local and wide area networks and the Internet.   [More]  Descriptors: Access to Computers, Computer Networks, Computer Peripherals, Educational Finance

Whitney, Terry N. (1998). State School Finance Litigation: A Summary and an Analysis, State Legislative Report. This report offers an analysis of school finance litigation during 1998. It summarizes cases in New Jersey, Ohio, Arizona, Texas, Wyoming, Colorado, New Mexico, and New York. These states were sued due to failure to provide a thorough and efficient system of common schools, ineffective efforts to provide equitable financing to poorer school districts, methods of funding school facilities, and other matters. Only five states have not been sued over school-finance issues: Delaware, Hawaii, Iowa, Mississippi, and Nevada. Historically, school-finance suits have focused on the equity and adequacy of state funding, and the decisions handed down in 1997 and 1998 have followed that pattern. However, in recent years several cases have dealt with other questions such as the quality of facilities or special-education funding. The issues of what constitutes an adequate educational system and how it is defined continue to be the main battleground for distinguishing constitutional from unconstitutional systems. An appendix offers a state-by-state summary of school-litigation cases.   [More]  Descriptors: Court Litigation, Educational Equity (Finance), Educational Finance, Elementary Secondary Education

Borderlines (1998). Colonias: Problems and Promise. Desperate Situations, Local Innovations = Colonias: Problemas y Promesa. Situaciones Dificiles, Innovaciones Locales. Colonias–unincorporated, low-income settlements endemic to the U.S. borderlands–have inadequate infrastructure and dismal living conditions, but also provide a creative solution to the housing dilemma faced by many border families. Colonias are most common in Texas and New Mexico, primarily as a result of weak rural planning laws, and are growing at a rate of about 10 percent per year. Colonias lack water, sewer, gas, and electric lines, but the land is cheap and houses are built piecemeal from available materials. Colonia residents have high rates of tuberculosis, typhoid, and hepatitis and do not have health insurance. Lack of potable water is a major problem. Dropout rates are high, educational attainment is low, and school bus service is not available in colonias.  Nevertheless, enrollment at border schools is increasing annually by 5-10 percent, and education is the top priority of colonia residents. Agencies seeking to address colonia problems must form partnerships with residents, sustain agency presence in the community over the long term, and convince residents that agency programs will improve both living conditions and employment opportunities. Strategies are suggested for community outreach, development training, and service delivery.   [More]  Descriptors: Agency Role, Community Development, Community Education, Community Needs

Bigrigg, Carin (1998). "Mind the Gap": Bridging Cultural, Age, and Value Differences. Students in a University of New Mexico English extension class at Kirtland Air Force Base differ in age, culture, values, and skills, all of which must be taken into account by the instructor. Most of these students are returning students with past experiences and education which most traditional students do not have, and at least half the class was older than the instructor. Despite a population different from the traditional students on the main campus, some regular strategies were helpful to adult learners, especially in aiming for a student-centered, active, and discussion oriented classroom. Key strategies for teachers to use with adult learners include: (1) asking them to assess their own skills; (2) teaching basic skills early; (3) modeling the skills and thinking you are asking them to learn; (4) providing plenty of opportunities for dialogues; (5) helping them build upon previous knowledge and experience by showing appreciation for it; and (6) emphasizing group work. In discussion, the focus can be on fostering critical thinking and analysis skills while discussing particular issues. The goal becomes helping adult learners examine and analyze their experiences so that they can write about them for others in a meaningful way. (Contains 7 references.)   [More]  Descriptors: Adult Students, Classroom Techniques, English Instruction, Extension Education

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