Bibliography: New Mexico (page 142 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 Albuquerque. Inst. for Social Research and Development. New Mexico Univ, Santa Fe. New Mexico State Dept. of Education, Santa Fe. New Mexico State Board of Educational Finance, Santa Fe. New Mexico State Commission on Postsecondary Education, Dorothy Pillsbury, Annette A. Ward, John Seaberg, James R. Gray, Everett D. Edington, and Dolly Rainhart.

Rainhart, Dolly (1988). Planning Manual for School-Age Child Care in New Mexico. This manual was designed to assist concerned individuals and organizations within communities in New Mexico to develop and plan effective school-age child care programs. Emphasized are the first steps in initiating and implementing school-age child care in a community. Chapter I discusses the need for school-age child care programs and the planning process. Chapter II focuses on needs assessment, resource analysis and making decisions on which population to serve. Getting the program off the ground is discussed in chapter III. Contents range from developing a program philosophy to obtaining a sponsoring agency and initial funding, site selection, regulations and licensing, and recruitment and publicity. Overall program planning and day-to-day planning are extensively discussed in chapters IV and V. Explored are program implementation, hours of operation, personnel, hiring, staff development, staff evaluation, personnel policies and procedures, salaries and compensation, budget, program policies and procedures, parental involvement, evaluation, the changing families of today, the school-age child, setting up the environment, schedules and routines, guidance and discipline, special problems of school-age children, and summer programs. Activities are described in chapter VI. The seventh and concluding chapter lists sources of additional information and organizational resources. Descriptors: Elementary Education, Guidelines, Learning Activities, Planning

Hill, Clarence M.; Pillsbury, Dorothy (1956). Education Without Reservations. A Report of the New Mexico Developmental Education Program. Begun in the summer of 1953, the New Mexico Developmental Education Project was to: study the social and emotional development of American Indian children in public schools; discover their interests, needs, and abilities using exploratory media; develop a language arts program that would be functional for all children; develop learning experiences that would stimulate critical thinking; explore effective inservice training to aid teachers of children with different language background; determine effective materials that would expedite the learning process; and determine what teacher qualities were desirable for teachers of children with different backgrounds. Conducted in McKinley County, the program involved six small rural schools its first two years and a large new consolidated school its third year. Classrooms were composed of children from Indian, Spanish, and Anglo backgrounds. Teachers learned about their students through achievement, mental maturity, and personality standardized tests, interest inventories, sociometric devices, pupil reactionaries, diaries, open questions, case studies, home visits, informal interviews, and observations. As the program developed, it was shown that Indian children could make rapid progress in the public schools with technical assistance, adequate instructional materials, and trained teachers who had been provided with the necessary resources and an understanding of the child's background.   [More]  Descriptors: American Indians, Anglo Americans, Community Involvement, Cultural Awareness

New Mexico State Board of Educational Finance, Santa Fe. (1981). Factbook on New Mexico Public Community Colleges and Vocational Schools: 1980-81 Addendum. This seven-part factbook contains statistical data on the enrollments, graduates, programs, and financial status of New Mexico's 2-year colleges and vocational schools during 1980-81. Part I reviews spring, fall, and summer institutional headcount enrollment by college in academic, vocational, and community service programs. Part II looks at full-time equivalent enrollment in academic and vocational programs at each institution from 1976-77 through 1980-81. Part III provides preliminary data on enrollments, completions, and placements for active vocational programs in 1980-81 by college. Highlights of the "1980-81 Vocational-Technical Education Follow-Up Report for the Previous Year's Graduates and Completers" are reported in Part IV, including summary information on employment status, salaries, and taxes paid on earnings, and detailed data by program. Part V lists all associate degrees awarded at each of the 2-year colleges during 1980-81, showing the number of persons receiving degrees by type of degree and the percentage of total degrees awarded. Part VI indicates the number of persons who took the General Education Development (GED) test and those who passed it and received a GED certificate. The final section details institutional revenues, by source, and expenditures for instruction and general purposes. Each section contains brief explanatory comments and data tables. Descriptors: Academic Education, Community Services, Degrees (Academic), Educational Finance

New Mexico State Board of Educational Finance, Santa Fe. (1978). New Mexico's Public Two-Year Colleges and Postsecondary Vocational Schools. 1977-78 Report. Characteristics of New Mexico's ten two-year colleges and two technical-vocational institutes are presented in a standard format, initially recording statute under which and year the institution was organized; area vocational school designation; and enrollments and valuation for 1977-78 for each of the public school districts within the institutional district, and percent of district high school graduates in attendance. Information is presented on the local tax election; tax dollars collected in 1977-78; and total operational millage in 1977-78. Other data include: capital debt as of July 1, 1978; debt retirement millage 1977-78; tuition and fee charges per credit hour and for non-credit hour contact; and charge for community service non-credit courses. An enrollments section presents headcount and full-time equivalent statistics for academic, vocational, and community service programs; percentages of headcount students who enrolled for 12 hours or more, belonged to an ethnic minority, or received financial aid; and numbers of vocational program enrollees, graduates, and placements. An instructor data section reveals instructor's average teaching load for credit and non-credit courses, as well as numbers of full- and part-time teachers. Financial information includes: 1976-77 actual, 1977-78 estimated, and 1978-79 budgeted figures for income, expenditures, net transfers, beginning and ending balances, and facility size. Descriptors: Community Colleges, Enrollment Trends, Financial Support, Institutional Characteristics

Ward, Annette A. (1988). Views of New Mexico School Personnel Regarding School-Age Child Care. Final Report. Assessed were the views of New Mexico school board members, school nurses, and elementary school counselors regarding school-age day care. Respondents were 277 board members, 214 nurses, and 96 counselors representing a response rate of 62%, 72% and 74% respectively. All three groups reported that latchkey children were evident in their district or school, and that provision of care for these children was important. Responses regarding the best type of care were mixed. Only school counselors rated public school-based programs as their first choice. Board members and nurses rated school-based programs as their second choice. Although a majority of school board members tended to support State regulation of latchkey programs and State funding of care, their support was somewhat less than that of nurses, and considerably less than that of counselors. Respondents agreed that parents were also responsible for funding after-school programs. Respondents expressed concern that funds intended for academic programs might be diverted to support after-school day care programs in public schools. In addition, respondents expressed concern that schools would be assuming increased parental responsibility if after-school programs were initiated. Appendices provide the survey instruments, related letters, and comments of respondents. Descriptors: Boards of Education, Educational Responsibility, Elementary Education, Financial Support

New Mexico State Dept. of Education, Santa Fe. (1989). State of New Mexico State Plan: Education of Homeless Children and Youth. New Mexico's State plan for the education of homeless children and youth is submitted in compliance with Title VII-B of the Stewart B. McKinney Homeless Assistance Act of 1987. The plan is comprised of 10 sections and five appendices. Section 1 states that the State Department of Education (SDE) is responsible for the administration of the McKinney Act programs and activities. Section 2 provides an overview of the McKinney Act, including definitions of a homeless individual. Section 3 reports on required information addressed in the State plan. Section 4 summarizes State data collection and survey results. Section 5 presents conclusions based on results of the State survey. Section 6 describes program goals pertaining to statutory issues, administrative goals, and technical assistance. Section 7 outlines activities, responsible agencies, and timelines related to the accomplishment of 12 objectives for homeless education. Section 8 discusses schedules and dissemination of notice for statewide public hearings. Section 9 describes State plans for evaluation of program effectiveness. Section 10 indicates SDE responsibility for records and information. The appendices include the following materials: (1) a status report on homeless children and youth; (2) agendas for the Advisory Committee; (3) hearings on the State plan; (4) a copy of the public input form; and (5) a reprint of Title VII-B of the McKinney Act. Descriptors: Access to Education, Disadvantaged Youth, Educational Legislation, Elementary Secondary Education

New Mexico State Board of Educational Finance, Santa Fe. (1976). New Mexico's Public Two-Year Colleges and Postsecondary Vocational Schools, 1975-76 Report. This document presents basic information and statistical data for each public two-year college in New Mexico. The information is presented by institution and includes: (1) statute under which the institution is organized; (2) year organized; (3) 1975-76 enrollment and valuation data for public school districts included within the institutional district; (4) percentage of local high school graduates enrolled; (5) tax dollars collected during 1975-76 and local tax limit; (6) capital debt; (7) tuition charges per credit hour for in-district, out-of-district, and out-of-state students, fee charge per credit hour, and tuition charge per noncredit contact hour; (8) charge for community service noncredit courses; (9) headcount and full time equivalent enrollment data in academic, vocational-technical, and community services programs for 1975-76 and the two preceding years; (10) percentage of headcount students enrolling for 12 hours or more, percentage of ethnic minority, and percentage receiving financial aid; (11) instructors' average teaching load; (12) number of full- and part-time teachers in academic and vocational-technical programs; and (13) number of enrollees, graduates, and job placements for each vocational preparation program offered.   [More]  Descriptors: Academic Education, Community Colleges, Educational Finance, Enrollment

New Mexico State Commission on Postsecondary Education, Santa Fe. (1983). The Future Is Excellence. Report of the New Mexico Governor's Commission on Higher Education. A report on two- and four-year colleges in New Mexico is presented, including 50 recommendations of the Governor's Commission on Higher Education. An overview of higher education in the state and the different types of state-supported colleges is provided. Excellence in state institutions is discussed, with attention to governing boards; presidents and administrators; staffs; faculty teaching, research, and service; students, libraries and facilities; and alumni and private support. To address the extent of unnecessary duplication in the state, distinct roles and missions of the various kinds of institutions are delineated. Program review and quality control as mechanisms to eliminate and prevent unnecessary duplication are also considered. Attention is directed to equal opportunity for higher education and training, as well as faculty and administrative jobs. Specific concerns include admissions and retention, financial barriers, and the barriers of sex and ethnicity. Faculty and staff compensation and 1984 funding recommendations are also covered, along with current and future funding levels needed to promote excellence, and statewide and institutional governance. Appendices include five articles, a report presented to the Commission, and a list of position and issue papers presented to the Commission. Descriptors: Academic Persistence, Access to Education, College Administration, College Admission

New Mexico State Board of Educational Finance, Santa Fe. (1980). Factbook on New Mexico Public Two-Year Community Colleges and Vocational Schools, 1979-80. This six-part factbook describes the history, programs, and financial status of New Mexico's two-year colleges. Part I discusses the legal basis for the colleges and describes the coordination of the five types of two-year institutions operating under state law: constitutional colleges, branch community colleges, district junior colleges, technical and vocational institutions, and area vocational schools. Part II presents one-page descriptions of each of the 15 individual institutions, outlining the school's establishment, describing its service area, programs, and students, and stating its goals. Part III examines enrollment trends in academic and vocational programs since 1975-76, and considers 1979-80 tuition and fees for each institution. Part IV discusses the types of vocational, academic, and General Educational Development programs offered at the schools and presents data showing course enrollments and completions in 1979-80. In the case of vocational programs, information is also provided on the number of students who have been employed or have continued their education since program enrollment. Part V presents financial information, including progress to date on a funding formula for two-year institutions and the history and status of revenues and expenditures. The final section details facilities construction costs at each of the institutions. Descriptors: Academic Education, College Programs, College Role, Community Colleges

New Mexico State Commission on Postsecondary Education, Santa Fe. (1984). A Profile of New Mexico's Public Institutions of Higher Education: Mission Statements and Their Context. Information is provided to help coordinate the mission statements of New Mexico's 23 state colleges and universities. After introducing the legal and statutory basis for the mission statements, the official mission statements of the 23 public institutions are presented. The mission statements are compared with state laws and statutes that are relevant to the missions, and the text of relevant statutes is appended. Profiles of the postsecondary institutions and the populations they serve are also presented. The profiles, which combine narrative information and charts, cover the history of each institution, the economic picture of the community in which each school is located, and a budgetary history (revenue sources and expenditures since 1979) of each institution. The profile also describes the student population according to certain characteristics (e.g., age, sex, and ethnic distribution; geographic origin; part-time versus full-time enrollment; headcount and full-time equivalent status). A description of the faculty follows, including such characteristics as headcount, distribution by rank, student-faculty ratios, part-time versus full-time status, and qualifications. Finally, ways that colleges contribute to their communities and to general knowledge are described. Descriptors: College Faculty, College Role, College Students, Educational Finance

Seaberg, John; Ulibarri, Horacio (1968). Areas of Conflict Between Administrators and Teachers. A New Mexico Report. A study investigated the nature of the conflict between the school administration and teacher organizations over policy formulation and decision making in six New Mexico school districts having both National Education Association (NEA) and American Federation of Teachers (AFT) affiliates. The study sought to determine whether there are differences between the school administration and teachers concerning (1) areas of importance in policy formulation and decision making, (2) the areas in which teachers should be involved in policy formulation and decision making, and (3) the methods teachers should employ to obtain their goals. A three-part questionnaire composed of Likert-type scales was administered to local NEA and AFT affiliate officers and ex-officers and to the upper echelon of the local school administration and members of the local board of education. Conclusions show (1) no significant differences among the administration, NEA affiliate officers, and AFT affiliate officers, regarding areas of importance, (2) significant differences regarding the areas in which teachers should be involved, and (3) a mixed reaction regarding the methods teachers should employ to obtain their goals. Implications of the findings are discussed, with an observation that they are mainly applicable to areas of the United States which are not heavily industrialized and not proximate to strongly unionized organizations.   [More]  Descriptors: Administrator Selection, Administrators, Boards of Education, Collective Bargaining

New Mexico Univ., Albuquerque. Inst. for Social Research and Development. (1971). A Report of the University of New Mexico's College Enrichment Program. The University of New Mexico College Enrichment Program (CEP) recruits disadvantaged students to the campus, helps them prepare for college life with an intensive summer orientation, helps them obtain financial assistance, and aids them in dealing with the college environment via counseling, tutoring, and other supportive services. The CEP's immediate objective is to retain students in college. Long-range goals are to increase the proportion of disadvantaged students at the university, to help them complete their education, to increase their rate of entry into the professions, to aid the university in examining the manner in which it acts upon young people from disadvantaged backgrounds, and to aid in the development of human skills and to promote the application of those skills to real needs. Retention rate is the key measure used in the evaluation of the CEP. In addition, grade point average, development of reading skills, and development of study attitudes and study habits are examined. Evaluative research findings indicate that the CEP has had significant influence on the retention of disadvantaged students and has provided major impetus in motivating participating students to attain a college degree.   [More]  Descriptors: College Preparation, Counseling, Cultural Activities, Disadvantaged Youth

Edington, Everett D.; And Others (1975). Educational, Occupational, and Residence Aspirations and Expectations for Rural and Minority Youth in New Mexico. Fixed-choice stimulus questions were distributed to students from 12 New Mexico rural high schools (randomly selected), and responses were derived from 139 Native, 171 Anglo, and 240 Mexican American students in the 10th and 12th grades. Responses indicated educational, occupational, and residential aspirations and expectations and goal deflections. Findings revealed: (1) significant differences in occupational aspirations between grade levels and ethnic groups (sophomores aspired to less professional occupations and Native Americans aspired to less professional occupations than Anglos); (2) differences in occupational expectations due to sex (females expected less professional occupations); (3) occupational goal deflection differences due to ethnicity, sex, and the grade level by ethnicity interaction; (4) residence aspiration differences due to sex and ethnicity (males aspired to a more rural and Mexican Americans to a more urban residence than the others); (5) goal deflection between Anglo residence expectations and aspirations; (6) residence expectation differences due to sex and ethnicity (males and Native Americans had more rural expectations); (7) differences in educational aspirations due to grade level and sex by ethnic group interaction; (8) educational expectation differences due to grade level and sex by ethnic group interaction.   [More]  Descriptors: American Indians, Anglo Americans, Aspiration, Education

New Mexico State Dept. of Education, Santa Fe. (1990). New Mexico State Board of Education's Consolidating Initiatives for Tomorrow's Education (CITE) Plan. This report describes the New Mexico State Board of Education's Consolidating Initiatives for Tomorrow's Education (CITE) plan. The purpose of this plan is to address long-range goals for school reforms and funding, educational and educator standards, and future expectations for continued school improvement and state leadership. Each section includes expectations and indicators for assessing the achievement of school programs, students, educational leaders, and state leadership. The specific topics addressed include: (1) restructuring schools, (2) year-round schools, (3) clear student expectations, (4) assessment of student expectations, (5) remediation, (6) proficiency in two languages for all students, (7) graduation, (8) expanded occupational preparation opportunities, (9) expanded opportunities for adults, (10) improved opportunities for at-risk students, (11) analysis and modification of testing requirements for educators, (12) professional development opportunities for educators, (13) improved professional status of educators, (14) restructuring in the State Department of Education, and (15) job locater service for educators. The CITE Plan also includes: (1) a 5-year budget and revenue plan, (2) budget support for the instructional program to address the need to refine the program and budget review process, (3) a master plan for the use of technology in education, (4) business and school partnerships, and (5) increasing opportunities for persons with disabilities through Consolidating Initiatives for Enhancing Lifestyle Opportunities (CIELO). The CITE plan emphasizes the coordination of services among agencies, the community, parents, and business leaders in achieving stated expectations. Descriptors: Consolidated Schools, Educational Change, Educational Finance, Educational Improvement

Gray, James R. (1973). Use and Development of Outdoor Recreation Resources in Northeastern New Mexico. A study was made in northeastern New Mexico, centering in Colfax County, to determine potential economic benefits from specific developments at the recreation sites in the area. The emphasis of the study was on the demand for recreational facilities. Supply aspects were considered only in terms of available facilities. The first step was to identify the characteristics of the recreationists at the sites. Anyone engaging in any one of 27 different kinds of outdoor recreation activities was considered a recreationist. An economic model was developed that included two major limiting factors that influence recreationists to choose one site over another. These are the economic and leisure time factors. The purpose of the study was to determine, site by site, which recreational activities should be encouraged and which should be discouraged. The results of the survey are reported in several tabulations, including a) characteristics of recreationists, b) inventory of facilities, c) investments of facilities, d) costs to recreationists, e) direct and indirect benefits, f) recreational values by activities, g) values based on changes and income and leisure time, and h) quality of site.   [More]  Descriptors: Facility Expansion, Facility Inventory, Facility Utilization Research, Parks

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