Bibliography: New Mexico (page 149 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 Edmund W. Gordon, Joan M. Jensen, Laurence French, Elaine Jordan, James C. Boykin, Tanya M. Suarez, Henry W. Pascual, Phyllis Tempest, Albuquerque. Dept. of Physical Plant. New Mexico Univ, and Fay F. Bowren.

Bowren, Fay F. (1970). The Status of Reading Services in New Mexico Secondary Schools, J Reading. Analyzes a 1969 study of 79 secondary reading programs, listing programs and teacher characteristics and making recommendations for program development, personnel training, and administrative commitment. Descriptors: Content Area Reading, Curriculum Problems, Educational Needs, Evaluation Criteria

Gordon, Edmund W.; And Others (1972). Armijo Bilingual Bicultural Program (West Las Vegas, New Mexico). The Armijo Bilingual Bicultural Demonstration Center has just completed its second year of operation. The program, which offers bilingual and bicultural instruction in an open classroom for 154 first and second graders, is funded chiefly through Elementary Secondary Education Act Title III funds. Students are taught reading skills, mathematical principles, and scientific concepts in Spanish, the dominant language of the predominantly Mexican-American student body. English dominant children, taught in English, receive instruction in Spanish Language Arts. The use of the open classroom permits highly individualized or small group instruction in homogeneous or heterogeneous groupings. The program is exemplary for several reasons. Most important is its equal emphasis on instruction in both Spanish and English language and culture. The bilingual emphasis eradicates the stigma children from minority groups have traditionally experienced in American education. The program has also achieved the behavioral objectives set forth at its inception as well as those in the Spanish Curriculum Development Center materials and in the progress charts of the Palomares Human Development Series.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Compensatory Education

Suarez, Tanya M.; And Others (1991). The Use of Sanctions with Low Performing School Districts. Although state takeover of low-performing schools is not a new phenomenon in American education, it has seldom been exercised. Takeover actions exist in 11 states–Arkansas, Georgia, Illinois, Kentucky, New Jersey, New Mexico, New York, Ohio, South Carolina, Texas, and West Virginia–but only New Jersey and Kentucky have exercised steps leading to takeover. This paper provides background information on state takeovers and recommendations for the North Carolina State Board of Education as it develops state policies regarding sanctions for low-performing school districts. The first part offers an overview of sanction policies in general, including state takeovers of low-performing districts. The second part summarizes the takeover experience in Kentucky, which shares demographic similarities with North Carolina. In Kentucky, the takeover process met with local resistance and deteriorated in court legislation. A review of research and a look at the stormy outcomes of "last resort" sanctions in New Jersey and Kentucky indicate that takeovers often do little to move districts toward long-term educational improvement. Seven recommendations are offered for conducting a "clear, fair, and open" takeover process" under the following categories: (1) ensuring fairness and equity; (2) addressing building-level failure; (3) establishing an improvement-oriented sanctions process; (4) maintaining local control of schools; and (5) creating a method for quality control. The National Study Group of the Office of Education Research and School Improvement, U.S. Department of Education, advises state officials to consider a broad range of help, proceed in fair and well-defined stages, and establish a blue-ribbon independent body.   [More]  Descriptors: Accountability, Elementary Secondary Education, Performance, School Districts

Pascual, Henry W., Ed. (1972). Reading Strategies for New Mexico in the 70's. The three papers in this resource guide are oriented to the needs of Spanish-surnamed and Indian children. The first paper points out three concerns to be examined before selecting reading materials: (1) the population for whom selection is planned, (2) criteria emphasizing children's needs, and (3) apparent trends in reading instructional materials appropriate for the population. Critical points for selection and evaluation of reading instructional materials for Indian and Spanish-speaking children are discussed. The second paper stresses teacher-student interaction, diagnostic teaching, and classroom management in the elementary school. The author feels that standardized tests, especially their norms, should not be used with minority groups, but that the informal reading inventory is best for these children. He also refers to four approaches used to teach non-English-speaking children and to four language measures. The third paper observes that schools are serving the interests of the dominant social forces, and that while unable to reform schools, teachers can humanize their classrooms by examining and revising certain beliefs which lend to anti-humanistic school practices. Recognition of individual differences and use of evaluation as formative in a diagnostic sense are strongly recommended. References are included.   [More]  Descriptors: American Indians, Diagnostic Teaching, Formative Evaluation, Individual Differences

Jensen, Joan M. (1978). Women Teachers, Class, and Ethnicity: New Mexico, 1900-1950, Southwest Economy and Society. In the early twentieth century, children were prohibited from speaking Spanish. Thus, female teachers, as enforcers of the rules, reproduced the social relations found in society and legitimized and perpetuated class and ethnic stratification. By doing so they separated themselves from Hispanic women.   [More]  Descriptors: Culture Conflict, Educational Discrimination, Educational Policy, Ethnicity

New Mexico Univ., Albuquerque. Dept. of Physical Plant. (1965). Minutes of the Bidding Procedures Symposium Sponsored by the University of New Mexico [New Mexico Union Theater, November 3, 1965]. The issues and problems concerning construction bidding procedures which are discussed in the opening remarks of the panel members are reflective of their occupations–owner, architect, consulting engineer, general contractor, subcontractor, and attorney. A panel exchange and comments from the floor are presented in addition to the proposed action for setting up a continuing board of study.   [More]  Descriptors: Bids, Conferences, Contracts, Educational Finance

Jordan, Elaine; French, Laurence; Tempest, Phyllis (1997). Assessing Navajo Psychological and Educational Needs in New Mexico, Rural Special Education Quarterly. Examines issues impacting identification and evaluation of Navajo children at risk: acculturation variables creating culture conflict; mental health issues for Navajo communities; environmental, emotional, and physical health factors contributing to underachievement; testing bias issues resulting in inappropriate educational placement decisions; and profile of the high-risk Navajo child. Recommendations are given for interviewing, testing, and counseling. Contains 20 references. Descriptors: Acculturation, American Indian Education, Cultural Relevance, Culture Conflict

Boykin, James C.; Hood, William R. (1913). Legislation and Judicial Decisions Relating to Education, October 1, 1909, to October 1, 1912. Bulletin, 1913, No. 55. Whole Number 566, United States Bureau of Education, Department of the Interior. This bulletin presents a summary of the laws relating to education enacted by the following legislative sessions: 1910: Georgia, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, New Jersey, New York, Ohio, Rhode Island, South Carolina, and Virginia; 1911: Alabama, Arkansas, California, Colorado, Connecticut, Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Maine, Massachusetts, Michigan, Minnesota, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Washington, West Virginia, Wisconsin, and Wyoming; 1912: Arizona, Georgia, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, New Jersey, New Mexico, New York, Rhode Island, South Carolina, and Virginia. It is intended to include all enactments excepting those of distinctly local character and excepting ordinary appropriations. The method of presentation is self-explanatory. Important laws are quoted with considerable fullness and some of them are reprinted verbatim. As a rule legal verbiage and details of temporary or local significance are omitted when they do not seem to be necessary to a clear understanding of an act. In many instances essential paragraphs are reproduced without change, while other paragraphs of the same act are presented only in substance. Such treatment is required by obvious limitations of space. The reader will not, therefore, suppose that he is handling the full text of any law, unless quotation marks are used. Digests of judicial decisions are indicated by asterisks. They cover the period between October 1, 1909, and July 1, 1912. Practically all the digests were taken from the publications of the West Publishing Co., and the courtesy of that company in permitting the use of copyrighted material is cordially acknowledged. A bibliography and an index are included. (Contains 9 footnotes.) [Best copy available has been provided.]   [More]  Descriptors: Educational Legislation, Laws, Court Litigation, Educational History

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