Monthly Archives: November 2016

Bibliography: New Mexico (page 235 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Lily Chu, Lincoln Midwest Regional Media Center for the Deaf, Melinda R. Smith, San Francisco Far West Lab. for Educational Research and Development, Battle Creek Kellogg Foundation, John W. Bennett, Albany. New York State Dept. of Environmental Conservation, and Philip L. Hosford.

Smith, Melinda R., Ed.; And Others (1983). Law in U.S. History: A Teacher Resource Manual. Revised. Designed for integration into secondary U.S. history courses, the activities provide a format for the examination of law-related themes and issues. Themes explored include the conflict between individual and societal needs, the relationship of the individual to state and federal authority, individual rights, the shifting balance of power among the three branches of government, the influence of social and economic conditions on judicial decision making, and the U.S. constitution as an instrument of governance. The document is organized into four sections roughly corresponding to the chronological periods in most U.S. history courses: Colonial Period through Revolution, Growth of a New Nation, Civil War through Industrialization, and The Modern Era. Activities, which require critical thinking, reasoning, problem solving, and inquiry skills, include opinion polls/surveys, role plays, simulations, case studies, mock trials, appellate court simulations, adversary models, and learning stations. Many of the activities focus on landmark Supreme Court cases and modern cases to elucidate the meaning and judicial interpretation of the guarantees of the Bill of Rights. Topics include the Salem witch trials, lawful inspection, the Alien and Sedition Acts, the Dred Scott case, Plessy v. Ferguson, the impeachment of Andrew Johnson, the McCarthy era, and Watergate. Each activity includes an introduction, objectives, recommended grade level, time and materials needed, instructions, and masters for student handouts.   [More]  Descriptors: Civil War (United States), Colonial History (United States), Constitutional Law, Industrialization

Hosford, Philip L., Ed. (1978). Minority Women in Research in Education. A Report of the Dallas Conference on Expanding the Role of Minority Women in Educational Research (Dallas, Texas, November 9-11, 1977). Reporting on the 1977 Dallas Conference where 14 women representing 6 ethinc backgrounds explored the possibilities of expanding the role of minority women in educational research, this document includes 5 major sections (with individual summaries and recommendations), a bibliography, and an appendix. Major sections of this document present the following: defining the problem of women in research and development (previous conferences and reports are discussed, particularly the National Institute of Education reports and conferences); preparing for the conference (pre-conference study materials and beliefs are assessed as is the division of participants into 3 groups to consider questions related to K-12 educational activities, higher education, and a community based research career ladder); training minority women currently in education (needed skills are identified as communication, interpersonal, research design, quantitative, and project management skills; target audiences are identified as local education agencies, state education agencies, universities, regional laboratories, professional associations, and funding sources); expanding the role of minority women at universities (programs which universities can implement immediately are defined); training minority women via a career ladder approach (a model is presented which involves increasingly complex research skills and formal education and provides for research aides/technicians, research colleagues and interns, research adjuncts, and professional researchers).   [More]  Descriptors: Agency Role, Career Ladders, Conference Reports, Conferences

Midwest Regional Media Center for the Deaf, Lincoln, NE. (1971). Programmed Learning for the Deaf Student. Symposium on Research and Utilization of Educational Media for Teaching the Deaf (Lincoln, Nebraska, March 22-24, 1971). The document consists of keynote speeches and discussion papers from the 1971 Symposium on Research and Utilization of Educational Media for Teaching the Deaf, which had as its general theme programed instruction (PI) for the deaf. The 14 papers cover the impact of PI at the Southwest Regional Media Center for the Deaf, evaluation of PI materials, the role of computer assisted instruction at the National Technical Institute for the Deaf, the relationship of economic factors to education and employment of the deaf, modification of automated instruction to financially allow its adoption, and PI in the curriculum at the Oregon State School for the Deaf in Salem, the Southwest School for the deaf (Lawndale, California), and Callier Hearing and Speech Center in Dallas. Also discussed are new directions and a new affective dimension in PI, methods for teaching communication skills, PI for young deaf children, research with the strands program in elementary mathematics in a computer-based laboratory for learning at Stanford, a graduate course in educational technology, and a PI course in electronics assembly. A discussion summary and the symposium program are included.   [More]  Descriptors: Computer Assisted Instruction, Conference Reports, Educational Technology, Exceptional Child Education

Far West Lab. for Educational Research and Development, San Francisco, CA. (1978). Rural Career Guidance: Abstracts of Current Research, Materials, and Practices. The annotated bibliography provides a guide to the latest resource material, research findings, and/or developments in rural career guidance found in the ERIC system. Section I contains 158 citations and abstracts which have appeared in "Resources in Education" (RIE). RIE document resumes include the ERIC accession number, author(s), title, source(s), publication date, ERIC Document Reproduction Service (EDRS) prices or an alternate availability, and the abstract. Section II includes 22 citations of journal articles which have appeared in "Current Index to Journals in Education" (CIJE). CIJE entries include the article title, personal author(s), journal title (sometimes abbreviated), publication date, and information on the volume, number, and pages. Short annotations are given only when the article can not be described adequately by a combination of descriptors, identifiers, and information in the title. In addition to rural career guidance, the citations cover such topics as adult education, career awareness, career choice, career education, career planning, communication satellites, curriculum development, educational television, inservice teacher education, occupational aspiration, occupational information, program effectiveness, rural youth, and vocational education. A combined RIE and CIJE subject index is included as well as ordering information and a list of the 16 ERIC Clearinghouses and their scopes. Descriptors: Abstracts, Adult Education, Annotated Bibliographies, Career Awareness

Kellogg Foundation, Battle Creek, MI. (1980). The Indian Resources Development and Internship Program (IRDI) Covering Activities, Progress, and Accomplishments for the Period, April 1976 to June 1980. Summary Report. From the program's inception in 1975 with Navajo Tribal funds through June 30, 1980, this report covers funding, operation, and progress of the Indian Resources Development and Internship Program (IRDI), which is a university study and practical work experience program available to American Indian students majoring in agriculture, engineering, energy, resources, business, and other sciences involved with natural resources and economic development, operation, and management. The new IRDI brochure is included and presents a general view of the program's activities, objectives, and benefits. Items discussed include recruitment, counseling and advisement, college majors and career opportunities, monitoring of participants' academic progress, work experience assignments, campus representatives, seminars, short courses, and field trips. Also included are reports on the American Indian Leadership Seminar and the American Indian High School Student Orientation, as well as information on congressional interns, career presentations to high school students, the college undergraduate and graduate programs, the Trust and Indian Real Property Management Degree Program, other college majors, other tribal programs, the Indian Resources Development Institutes, the Navajo Higher Education University Consortium, special project needs, program problems and accomplishments, and proposed future program activities. Descriptors: Agriculture, American Indian Education, American Indians, Career Guidance

Bennett, John W., Ed. (1966). Social Research in North American Moisture-Deficient Regions. Five papers presented at the 9th symposium held during the 42nd annual meeting of the Southwestern and Rocky Mountain Division of the American Association for the Advancement of Science are: (1) "Do We Need a Sociology of Arid Regions"?; (2) "Deficit Creating Influences for Role Performance and Status Acquisition in Sparsely Populated Regions of the United States"; (3) "Ecology, Economy and Society in an Agricultural Region of the Northern Great Plains"; (4) "The Problem of Drought Perception"; and (5) "Technological Conservatism in Cattle Ranching as an Adaptive Process". The papers, centering on an ecological viewpoint, aim to suggest possibilities of basic research on sociological adaptations in moisture-deficient regions. Discussions cover modern agrarian and town populations in the Great Plains and neighboring semiarid regions.   [More]  Descriptors: Adjustment (to Environment), Agriculture, Climate, Ecology

New York State Dept. of Environmental Conservation, Albany. (1979). An Instructional Delivery System for Manpower Management: A Report for Water Pollution Control Agencies. Second Edition. This report contains information to assist organizations and personnel responsible for the quality and quantity of operators available for water quality control efforts. The text discusses in detail the current developments in operator instructional programs. Each of the seven sections of this report deals with a specific aspect of manpower planning, including: (1) model planning aids; (2) existing instructional programs; (3) roles and responsibilities of state and national coordinating committees; and (4) examples of delivery philosophies and programs operative in four states.   [More]  Descriptors: Administrator Guides, Certification, Educational Programs, Instruction

Chu, Lily (1980). Education for Rural Women: A Global Perspective. Rural women come from many ethnicities, enjoy diverse social economic statuses, different family circumstances, and various levels of educational attainment. Of the 34-35 million rural women, a large percentage are plagued by poverty and lack of opportunity for education, employment, health care, and various social services. Rural people, who constitute one third of this country's people, also make up half of the nation's impoverished. While a greater number of rural women are now employed outside the family, they tend to be employed in low-paying clerical, service, and seasonal positions. For women who are ethnic minorities, aged, single head of households, or displaced housewives, the isolation of rural life adds an additional burden. This paper recognizes the urgent educational needs of rural women; summarizes research and statistical findings on rural women in the areas of education, income, employment, and values orientation; points out some cultural conflicts and dilemmas that may occur as a result of short-sighted, fragmented, and hastily implemented educational programs; presents a global perspective of the education of rural women which calls for social and policy changes and is multidimensional, grassroots based, and oriented to the culture and people of rural America; and delineates the needs for research, for regional rural centers, and for federal support in rural women's education.   [More]  Descriptors: Academic Achievement, Access to Education, Career Development, Culture Conflict

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Bibliography: New Mexico (page 234 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Alexandria National Association of State Directors of Special Education, Leonard Smith, Adolph J. Koenig, Dal S. Symes, Don B. Croft, Peggy J. Blackwell, Santa Fe. Div. of Research and Development. New Mexico State Dept. of Education, Stephen W. Fuller, Michelle Commeyras, and Georgiana Sumner.

Hawkinson, Bruce (1976). Dispel Misspelling. An Office Education Mini Curriculum Manual on Spelling. One in a series of ten mini-manuals on office communication proofreading, this booklet for office education students provides instruction in spelling. Included are terminal and specific objectives, spelling rules and related information, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Grammar

Hawkinson, Bruce (1976). What's Wrong? An Office Education Mini Curriculum Manual on Catching Errors. One in a series of ten mini-manuals on office communication proofreading, this booklet for business and office students provides instruction in proofreading for errors in written communication. Included are terminal and specific objectives, a list of the commonly used proofreading marks and related instructions, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Editing

Symes, Dal S. (1975). A Description and an Analysis of Tests for the Bilingual Child. Because of the recent Lau vs. Nichols decision by the Supreme Court, school districts will be looking for various instruments to determine language functionality in bilingual students. Nine tests are reviewed: the Leiter International Performance Scale (LIPS), the Michigan Oral Language Productive Tests Structured Response, the Michigan Oral Language Productive Test, the El Paso Public School Oral Language Dominance Measure, the Bilingual Syntax Measure, three Functional Tests of Oral Proficiency, the Oral Placement Test for Adults, and the Skoczylas Bilingual Tests and Measures. Each is described briefly, and its strengths and weaknesses are listed.   [More]  Descriptors: Bilingual Students, Bilingualism, Grammar, Individual Testing

Hawkinson, Bruce (1976). S with or without a Squiggle. An Office Education Mini Curriculum Manual on Plurals & Possessives. One in a series of ten mini-manuals on office communication proofreading, this booklet for business and office students provides instruction in the use of plurals and possessives. Included are terminal and specific objectives, grammar rules and related information, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Case (Grammar)

New Mexico State Dept. of Education, Santa Fe. Div. of Research and Development. (1970). Analysis and Follow-Up of 1969-70 Evaluation Report. Thirty-one school districts and Albuquerque High School and its feeder schools were evaluated in 1969-70 on 24 areas and 23 aspects of these areas, making possible a total of 552 recommendations for improvement. Districts surveyed ranged from a maximum of 178 recommendations to a minimum of 69. Program enrichment was found to be the area of greatest need. Recommendations were also made for greater leadership in administration, subject area committees and department chairmen, updated texts and materials, additional staffing, and redistricting. As a followup a team visited each school in October 1970. Reaction to the evaluation and followup varied. Most team members reported cordiality and cooperation from administrators. In most districts, those recommendations that could be implemented without additional expenditures had already been made. A few evaluators reported encountering opposition or hostility to some recommendations, either directly, through criticism of evaluation procedures or personnel, or indirectly, through establishing committees to study the report and make recommendations. Statistical data related to the evaluation is attached.   [More]  Descriptors: Administrator Attitudes, Educational Facilities Improvement, Followup Studies, Program Evaluation

Christensen, Ardis, Comp. (1974). Bibliography on Community Education. The bibliography provides access to some of the latest research findings or developments in community education. Thirty-nine documents and 47 journal articles published between 1956 and 1973 (with the majority between 1969 and 1973) are cited. The citations and abstracts have appeared in "Research in Education" and in "Current Index to Journals in Education". Citations cover a variety of community education resource materials, including adult education, community action, community involvement, community schools, and school community relationships. A subject index facilitates locating documents in a specific area. Pricing information and document availabilities are also provided. Descriptors: Adult Education, Annotated Bibliographies, Community Action, Community Education

National Association of State Directors of Special Education, Alexandria, VA. (1994). Summary of Goals 2000: Educate America Act. Highlights of Public Law 103-227 (Goals 2000: Educate America Act) are presented. Contents include: a summary of how this Act will provide a framework for meeting the national education goals for all students, including those with disabilities; selected definitions of terms used in the legislation; and objectives of the eight national education goals, which comprise Title I of the Act. Summary information also is provided on provisions of the other titles of the legislation, as follows: National Education Reform, Leadership, Standards, and Assessments (Title II); State and Local Education Systemic Improvement (Title III); Parental Assistance (Title IV); National Skill Standards Board (Title V); International Education Program (Title VI); Safe Schools (Title VII); Minority-Focused Civics Education (Title VIII); Educational Research and Improvement (Title IX); and Miscellaneous Provisions (Title X). Additional tips are provided concerning standards for teaching and learning and opportunity-to-learn standards.   [More]  Descriptors: Academic Standards, Disabilities, Educational Improvement, Educational Legislation

Fuller, Stephen W. (1971). Indians' Problems in Acquiring Development Capital. Four Corners Agriculture and Forestry Development Study. Special Report No. 11. The difficulty with which American Indians acquire equity capital and an examination of selected Federal programs which make this type of credit available to this minority group are discussed in this report. Specifically, collateral, fractional heirship, ownership of chattels, managerial training, repayment, and servicing of loans are discussed as barriers to capital acquisition. The government agencies analyzed which provide this capital are the Bureau of Indian Affairs (BIA), The Farmers Home Administration, The Economic Development Administration, The Small Business Administration, and the Office of Economic Opportunity. Specific suggestions are that Congress (1) authorize and appropriate at least an additional $50 million for the revolving loan fund; (2) inaugurate and establish a $200 million loan guaranty fund; (3) authorize interest subsidies on guaranteed loans; (4) authorize the BIA to sell existing revolving fund loans to financial institutions; and (5) authorize tribes to issue bonds exempt from Federal income tax for purposes related to the governmental affairs or operations of the tribe. It is noted that a major factor limiting the Indian in his competition for credit is his lack of managerial training.   [More]  Descriptors: Administrator Education, Agronomy, American Indians, Credit (Finance)

Blackwell, Peggy J.; Smith, Leonard (1973). Goals of Secondary Education as Perceived by Education Consumers. Volume II, Methodological Procedures. Research to identify the entire range and diversity of goals that parents, as consumers and clients of a public service, hold for secondary education was conducted. Two assumptions were made in conducting this survey. The first was that parents have aspirations for education, though they may not explicitly express these goals; the second, that means could be provided for parents to give explicit and comprehensive statements of these goals. The methods used to obtain this information are described in this report. The following tasks were used for data collection during the project: (1) open-ended, tape-recorded interviews were conducted with parents; (2) statements were screened to eliminate redundancies; (3) reduction led to a data base of goals that were used in the subsequent tasks; (4) the data base of goal statements from the elicitation interviews was further reduced into outcome goals; (5) respondents indicated what outcome goal each of the statements in the data base would best help achieve by matching each statement with one of the 12 outcome goals identified; (6) respondents indicated their awareness about whether or not each goal was being attempted in the educational system; and (7) respondents were asked to place the 12 outcome goals in rank order of importance. Sampling procedures are described, and questionnaires are included in this report. Descriptors: Educational Objectives, Factor Analysis, Interviews, Parent Aspiration

Hawkinson, Bruce (1976). Let's Get Together: An Office Education Mini-Manual on Subject-Verb Agreement. One in a series of ten mini-manuals on office communication proofreading, this booklet for business and office students provides instruction in subject-verb agreement. Included are terminal and specific objectives, related grammar rules and definitions, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Grammar

Hawkinson, Bruce (1976). Punctuation Potpourri. An Office Education Mini Curriculum Manual on Other Punctuation Marks. One in a series of ten mini-manuals on office communication proofreading, this booklet for business and office students provides instruction in the use of apostrophes, quotes, italics, hyphens, brackets, ellipsis dots, leader dots, bullets, superscripts, and subscripts. Included are terminal and specific objectives, punctuation rules and related information, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Clerical Workers

Commeyras, Michelle; Sumner, Georgiana (1996). Student-Posed Questions for Literature-Based Discussion. The ideas in this mini-brochure are intended for teachers interested in creating opportunities for students to pose questions during literature-based discussions. The brochure suggests that a child-centered approach to questioning is a highly motivating way to conduct discussions because students of all reading abilities can participate. The brochure discusses developing discussion guidelines, emphasizing that "put-downs" are unacceptable, orienting before reading, soliciting questions after reading, accepting all questions, encouraging collaboration, shifting to peer discussion groups, and learning from students' questions.   [More]  Descriptors: Classroom Communication, Cooperative Learning, Elementary Education, Questioning Techniques

Bergsma, Harold M. (1985). Training and the Development of Curriculum Standards in On Farm Water Management: Pakistan, 1984-1985. The document describes the 18-month Phase I of the On Farm Management Project–supported by the World Bank and operated by Colorado State University and the Consortium for International Development–to design more systematic approaches to train people who will work in technical settings related to water management and irrigation channel construction projects in Pakistan. Separate chapters discuss developing a national standard for curriculum and training in on farm water management, evaluating on farm water management training program needs, establishing interdisciplinary program objectives, developing a curriculum guide, developing training modules, training of trainers, developing training programs for adult farmers and water users, and changing the motivation and training of water user associations. The report stresses that the key to improvement of training is the trainer himself. If he is well prepared, knows his material, and uses suitable training approaches which develop requisite skills among trainees, much progress will be made to improve the entire On Farm Water Management system and thereby utilize water resources more effectively in Pakistan. Descriptors: Adult Farmer Education, Curriculum Development, Developing Nations, Extension Education

Croft, Don B., Ed.; Koenig, Adolph J., Ed. (1971). Application of Research Management Techniques. The symposium papers in this document describe specific applications of research management techniques currently being used by research and development organizations. Topics of the papers are based on subjects practicing R & D managers have found important in the management of research. Although the symposium was not specifically designed to include all aspects of research management, the papers when taken together comprise a "working" model for managing the information associated with R & D activities. Topics of the five papers include (1) a prototype research management system whereby information is organized for easy retrieval by research managers, (2) a description of organizational operations procedures and policies that reduce the administrative burden on researchers and developers and assist management in operating an effective R & D organization, (3) a system for using the computer to manage information about the financial expenditures of an R & D organization, (4) the application of a research management procedure, the Convergence Technique, with the Reading Research Program sponsored by the U.S. Office of Education, and (5) the steps necessary for planning and implementing a research and development program.   [More]  Descriptors: Administration, Computers, Educational Research, Guidelines

Blackwell, Peggy J. (1973). Parental Viewpoints of Goals in Secondary Education: The Methodological Procedures. The proposed procedures are focused on an assessment of the needs of consumers of education – specifically, the parents of high school age students. Each parent is interviewed and specific goals are extracted from the interview. Parents are then asked to respond to each goal in the aggregate of goals by agreeing, disagreeing, or remaining neutral. They then place the statements in rank-order. Following this task, all statements are categorized and the categories themselves placed in rank order. The data provided should allow establishment of goal profiles, which may identfy specific educational clienteles. Profiles may be established by demographic data or in a post hoc manner where similar individual profiles are combined to characterize a group. These procedures eliminate the necessity of making a priori assumptions concerning the structure of any educational clientele or concerning the needs and goals which will be elicited.   [More]  Descriptors: Educational Assessment, Educational Needs, Educational Objectives, Interviews

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Bibliography: New Mexico (page 233 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Bruce Hawkinson, Peggy J. Blackwell, Therese E. A. de Samuel, Las Cruces. Southwest Regional Media Center for the Deaf. New Mexico State Univ., Andrew J. Joniak, Barry John Capella, Leon A. Wagley, Gary L. Gray, Donald G. Parker, and Jane Blumenfeld.

Gray, Gary L.; And Others (1972). Instructional Strategies. Media Production Workshop for Teachers of the Deaf. The manual consists of a systematically designed process for implementation of a 3 to 5 day media production workshop for inservice and preservice teachers of the deaf. Included are the following components: goals and program objectives, a schedule of workshops for the 1972-1973 school year, an address list of teacher preparation programs for the deaf, a typical letter to program directors about the workshop,a preworkshop directors' questionnaire, an instructional staff information sheet, a workshop participant list, an equipment needs list, television equipment needs, a list of the workshop's training objectives, a preworkshop brochure, typical workshop schedules, and a consumable materials list. Also included are handouts for each of the instructional sessions, task analysis and strategy statements for each session, an evaluation form for each session, a materials list, a resource list, an equipment manufacturers' list, a list of media services available for teachers of the deaf, and an instructor's postworkshop and a participant's postworkshop reaction form. (See EC 052 418 for the workshop participants workbook and descriptions of the handouts).   [More]  Descriptors: Deafness, Educational Media, Exceptional Child Education, Hearing Impairments

Bergsma, Harold; And Others (1981). Man Over Methods: Images of Educational Leadership. Papers written by education graduate students for a class on instructional leadership are organized into four chapters. Chapter 1, "History of the Nature of Leadership: 1900-1981," examines the nature of leadership in education according to major historical events and their effects on educational supervision. Chapter 2, "Dynamic Instructional Leadership: Which Style for the Craftsman?" defines autocratic, laissez-faire, and democratic leadership philosophies and reviews current literature concerning the present status of leadership styles in education. Chapter 3, "Who and Where: Factors in Leadership Models," discusses personality-based theories of leadership in elementary school settings. The special situations in higher education that delimit the role of the academic officer are also considered. Finally, steps to follow in the development of a personal leadership model are outlined. Chapter 4, "Critical Issues in Leadership Choice," discusses four factors that surround choices made by instructional leaders and that affect professional behavior: legal decisions, social expectations, technology, and professional development. Descriptors: Educational Change, Educational Technology, Elementary Secondary Education, Futures (of Society)

Blackwell, Peggy J.; Joniak, Andrew J. (1974). Conflict and Consensus Among Parents About Goals for High School Education. This report examines parents' goals for secondary education through an interview according to the range and content of his/her goals and needs, the hierarchical structure of the categories of these goals, and the priorities he/she established among the goal categories. Three separate studies (N=19; N=20; N=81) were conducted in order to refine and develop the interview instrument. One purpose of the research was to determine if parents of heterogeneous background, who have children of high school age, have specific goals for the education of their children, and if these goals could be elicited during an interview. Parents consistently expressed concerns in the following areas: vocational education and basic education–reading, writing, and mathematics; development of self; necessity of preparing students to cope with the practical aspects of adult life; development of social skills; development of civic responsibility; and the training, qualifications, and classroom methods of teachers. An assessment of the content of the goal statements suggests that parents' goals for secondary education are based on their own experiences as well as those of their children.   [More]  Descriptors: Educational Objectives, High School Students, Interviews, Parent Attitudes

Hawkinson, Bruce (1976). Short Stops. An Office Education Mini Curriculum Manual on Commas, Dashes, and Parentheses. One in a series of ten mini-manuals on office communication proofreading, this booklet for business and office students provides instruction in the use of commas, dashes, and parentheses. Included are terminal and specific objectives, punctuation rules and related information, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Guides

Hawkinson, Bruce (1976). Dead Ends. An Office Education Mini Curriculum Manual on Periods, Questions, Exclamations, and Semicolons. One in a series of ten mini-manuals on office communication and proofreading, this booklet for business and office students provides instruction in the use of periods, question marks, exclamation marks, and semicolons. Included are terminal and specific objectives, punctuation rules and related information, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Grammar

Blumenfeld, Jane; And Others (1970). A Guide for the Teacher of the Trainable Mentally Handicapped. The guide for teachers of trainable mentally handicapped children describes behavioral objectives, activities, and instructional materials (primary, intermediate, and prevocational levels) for the following curriculum areas: self help skills, social skills, perceptual motor skills, communication skills, functional academic skills, economic usefulness skills, and vocational preparation. Behavioral objectives concern such activities as brushing teeth, using a knife to cut soft meat, learning to take turns, using telephones, using elevators and escalators, making change, and recognizing neighborhood signs. Listed at the end of each curriculum area are additional materials, including books, pamphlets, games, filmstrips, music, and records. Introductory sections deal with professional and personal qualifications for teachers and aides, responsibilities of the director of special education, program evaluation, recreational planning, and community responsibility for post school planning. Appendixes discuss a procedure for integrating special education classes into regular school programs, a body image unit, daily schedules, and parent communication; and list guidelines for school aides, materials and equipment needed in classrooms for the trainable mentally retarded, instructional materials centers, annotated bibliographies for professional libraries and parents, sources of free and inexpensive materials, and companies with listings relevant to special educators.   [More]  Descriptors: Academic Ability, Behavioral Objectives, Communication Skills, Curriculum Guides

Parker, Donald G.; Capella, Barry John (1984). Esprit: A Humanities Magazine. In March 1984, the first issue of "Esprit," a semi-annual humanities magazine for the 56 two-year colleges in New York State, was published. The magazine seeks to confront the apparent decline of student interest in the humanities, community doubts about the relevance of the humanities, and the seeming indifference to the special truths inherent in and fostered by humanistic study. Its four basic purposes are to: (1) encourage aesthetic/humanistic communication among faculty and administrators at New York's two-year colleges; (2) provide an outlet for their creative and critical expression and promote it throughout the state; (3) explore the relevance and importance of humanities study to student preparation for careers in other programs and disciplines; and (4) dispense information on study in the humanities. "Esprit" seeks submissions in a variety of areas, including creative writing, art work, photography, critical essays, interviews, reviews, reports, calendar items, and bibliographies. After the magazine was conceptualized by staff members at Orange County Community College (OCCC), efforts to realize its publication included solicitation of support from other two-year colleges in the state, and largely unsuccessful attempts to obtain funding from corporations, businesses, and foundations. "Esprit" is currently financed to a large extent by OCCC and its association, and its editorial policy is determined by a Board of Advisory Educators from two-year colleges statewide. Descriptors: Community Colleges, Financial Support, Humanities, Periodicals

New Mexico State Univ., Las Cruces. Southwest Regional Media Center for the Deaf. (1969). A Report of the 1969 Introductory and Advanced Institutes in Programed Instruction and Instructional Systems for Teachers of the Deaf. To provide participants with intensive training in programed instruction, to make them more knowledgeable consumers of programed instruction materials, and to develop programming skills on a professional level so that they could apply the systems approach in development of instructional materials, two training institutes were initiated. A total of 44 teachers of the deaf participated in the institutes which lasted 5 weeks each during the summers of 1968 and 1969. Included are the calendar of events, the instructional program log, programmed instructional material developed by the institutes, administrative details, social activities, and evaluations. The overall evaluation was that the institutes were well designed and helpful; a complete breakdown of evaluated areas is provided.  Also presented are summaries of the evaluations, the instructor evaluation form, the consultant evaluation form, recommendations, and a roster and photograph of staff, instructors, and participants.   [More]  Descriptors: Exceptional Child Education, Hearing Impairments, Institutes (Training Programs), Program Descriptions

Hawkinson, Bruce (1976). Give a Word a Break: An Office Education Mini-Manual on Word Division. One in a series of ten mini-manuals on office communication proofreading, this booklet provides the business and office student instruction in word division. Included are terminal and specific objectives, word division rules and related information, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Guides

Hawkinson, Bruce (1976). One, Two, Three. An Office Education Mini Curriculum Manual on Numbers. One in a series of ten mini-manuals on office communication proofreading, this booklet for business and office students provides instruction in the use of numbers in written communication. Included are terminal and specific objectives, usage rules and related information, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Grammar

Gray, Gary L.; And Others (1972). Media Production Workshop for Teachers of the Deaf. The manual contains a collection of handouts used in a 3 to 5 day media production and utilization workshop for preservice and inservice teachers of deaf students. The material, which was developed and used in approximately 45 workshops serving 800 teachers over a 2 year period, is considered appropriate for all teachers who use media in their classrooms to supplement live instruction. The section on equipment operation contains directions for mastering 10 kinds of equipment such as 16 millimeter Graflex Sound Projector or a Technicolor 1000 Projector. Instructionalobjectives, a list of materials and equipment, the principle involved, the procedure for production, helpful hints, and a list of utilization techniques are given for the following media: handmade transparencies, machine made transparencies, ektagraphic visualmaker, polaroid photography, dry mounting, laminating, color lifting, rubber cement mounting, lettering, instant art techniques, diazo poster production, television production, and super 8 millimeter production. Also included in the workbook, with sources, are lists of materials, equipment manufacturers, resource materials, and media services available to teachers of the deaf. (For related material, see EC 052 419).   [More]  Descriptors: Communications, Deafness, Educational Media, Exceptional Child Education

Hawkinson, Bruce (1976). Draw Me Big: An Office Education Mini Curriculum Manual on Capitalization. One in a series of ten mini-manuals on office communication proofreading, this booklet for business and office students provides instruction in capitalization. Included are terminal and specific objectives, capitalization rules and related information, and tasks for practice. A test over the information presented concludes the manual. (Test answers are included in the teacher's manual for the series–CE 008 821.) Descriptors: Behavioral Objectives, Business Education, Business English, Capitalization (Alphabetic)

Hawkinson, Bruce (1976). Teacher Guide and Test Answers to Ten Office Education Mini-Manuals on Office Communication Proofreading. This teacher's guide accompanies ten mini-manuals which provide business and office students with instruction in the following areas: word division; subject and verb agreement; plurals and possessives; commas, dashes, and parentheses; periods, questions, exclamations, and semicolons; capitalization; numbers; spelling; other punctuation; and proofreading. The guide includes a brief overview of the contents of each mini-manual, instructions for their use as supplementary, remedial, or enrichment tools, and answers to the tests found in each of the ten manuals. Descriptors: Answer Keys, Business Education, Business English, Capitalization (Alphabetic)

Wagley, Leon A.; And Others (1973). Community Development Guide. "A Guide for Restructuring Community Development in Agricultural Education.". Information designed to acquaint teachers, teacher educators, and state supervisors of agricultural education with the concepts, roles, and procedures for developing a community development curriculum is presented in this guide. The first section is concerned with suggestions for restructuring materials relevant to teaching community development in agricultural education. The second section suggests references and objectives for 18 subject areas which have particular significance for community development. It is noted that the resource units in the 18 different subject areas should be used to supplement basic instruction. The subject areas include analyzing jobs, manpower planning, vocational training, community health services, education, economics, community facilities, recreational activities, land use, planning and zoning, budgeting, transportation, local government community social services, organizations, rural-urban housing, ecology, and financing community development.   [More]  Descriptors: Agricultural Education, Community Development, Community Health Services, Curriculum

de Samuel, Therese E. A.; And Others (1980). ESL/APL Instructional Resources for Integrating Life Skills into the ESL Curriculum. This curriculum guide contains instructional materials in English as a Second Language to aid instructors in using life managing skills as the basis for building English language skills on both beginning and intermediate levels. The following six units are included in the guide: jobs, community resources, consumer education, health and safety, government and law, and telephone usage. Each unit contains an introduction with directions for getting materials or information needed; objectives for beginning and intermediate levels; pre/posttest; instructional strategy planning, activity suggestions, and resources; building vocabulary and concepts; putting the words and ideas into action; and pictures. The materials are printed in loose-leaf form for use in a three-ring binder.  Descriptors: Adult Basic Education, Behavioral Objectives, Community Services, Consumer Education

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Bibliography: New Mexico (page 232 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Santa Fe. New Mexico State Dept. of Education, James A. Hale, L. Kathleen Winkles, Peggy L. Blackstone, Michael Glover, P.J. LEYENDECKER, PHILIP J. LEYENDECKER, Joe Sievert, Brenda Gallegos, and Washington American Educational Research Association.

LEYENDECKER, P.J. (1960). TOWN AND COUNTRY BUSINESS PROGRAM. (TITLE SUPPLIED). THESE 14 PAMPHLETS CONSTITUTE AN EXTENSION SERVICE PROGRAM OUTLINE FOR TEACHING A BUSINESS PROGRAM APPLICABLE TO RURAL YOUTH. THE CONTENTS INCLUDE BOTH A LEADER'S GUIDE AND AN EXTENSION WORKER'S GUIDE. THE REMAINDER OF THE PROGRAM DELVES INTO MARKETING, WHOLESALING, SALES AND SERVICES, STANDARDS AND GRADES OF PRODUCE, ASSEMBLY AND STORAGE, PROCESSING, TRANSPORTATION OF GOODS TO THE CONSUMER, PACKAGING, RETAILING, FINANCING, COUNTY PLANNING, AND FOOD SERVICES PERTAINING TO THE AGRICULTURAL PRODUCERS.   [More]  Descriptors: Agricultural Education, Agricultural Production, Business Skills, Community Planning

New Mexico State Dept. of Education, Santa Fe. (1973). Guidelines for the Evaluation and Selection of Textbooks in the Treatment of Minorities (Especially in Social Studies). This document, part of which is in checklist form, sets forth a set of criteria for analyzing materials which are relevant for the education of minority groups. The checklist itself consists of 29 items, each of which must be judged on a scale ranging from "superior" to "not pertinent." Some sample evaluation questions are: (does the book) 1) include materials on minorities where relevant?; 2) reflect respect for personal and cultural differences and the worth and importance of the individual?; 3) give attention to holidays, festivals, religious observances of various minority groups without stereotyping? A list of six references is given. Descriptors: Check Lists, Ethnic Groups, Evaluation Criteria, Guidelines

Hale, James A. (1973). A Model Program for Training Personnel to Develop Solutions to Major Educational Problems in the Indian and Mexican-American Communities. Final Report. The program's objective was to train a cadre of research and development specialists with competencies to strengthen and institutionalize organizational assessment and program development within higher education institutions serving large numbers of Chicano and Native American students. The project's two major thrusts were: (1) project management and consortium arrangements and (2) articulation of curriculum objectives, content, and activities. Faculty members and administrators from 17 2-year and 4-year "developing" institutions of higher education located in the Southwestern United States participated. The research training program consisted of: (1) an entry skills diagnostic test administered prior to the start of formal instruction; (2) a formal academic training phase; and (3) a practicum or followup phase conducted at the parent institution and at the Educational Testing Service. Both "enroute" and terminal performance measures were used in the program's evaluation. Although the model was deficient along some lines, it proved to be useful in identifying the major dimensions of a training program. This report contains documentation of the program objectives, activities, and evaluation and the results of testing a transportable training model. External evaluator's reports (pre-post, comparative, and summative) are included in the form submitted.   [More]  Descriptors: American Indians, Change Agents, Consortia, Educational Development

Diaz, Martha; Gallegos, Brenda (1979). Teaching ESL through Science: Third Grade Unit on Sound. This guide to science instruction for third grade students of English as a second language encourages teachers to develop curriculum materials related to specific subject areas in teaching communication skills to Spanish-speaking children. A series of concepts to be imparted in the classroom is presented. For each concept, learning objectives, central activities, teaching materials, classroom procedures, and evaluation criteria are described. The concepts revolve around sounds and the phenomenon of sound. Descriptors: Acoustics, Classroom Techniques, Content Area Reading, English (Second Language)

Gorman, William D.; And Others (1972). Projected Cropping Patterns, Livestock Enterprises, Processing Activities, Capital Requirements, Employment, Income, and Training Needs for Alternative Farm Organizational Structures for the Navajo Indian Irrigation Project. A Special Report to the Four Corners Regional Commission. Information on the expected cropping patterns, livestock enterprises, processing and related activities, income and employment opportunities, capital needs, and training requirements for alternative farm organizational structures that could be selected for development of the Navajo Indian Irrigation Project is presented in this report. The major issues discussed are farm organizational stature, development capital, educational and training requirements, development philosophy, and infrastructure planning. Descriptions of field crop and vegetable crop budgets, livestock production, expected crop and livestock combinations, capital requirements, employment created, training needs, and generation of income are also discussed in terms of the irrigation project. Conclusions in the areas of organizational arrangements, capital requirements, creation of employment and training opportunities, and generation of income are included with related recommendations. Also included are 67 tables and 2 conceptual models of organizational structure for the project.   [More]  Descriptors: Agricultural Production, American Indians, Capital, Employment Opportunities

Glover, Michael (1974). Record-Keeping and Checklists for Reading and Writing. Methods for Keeping Track of Individual Progress. Models of record keeping strategies for reading and writing are presented in this booklet. "Why Records Should Be Kept" discusses the importance and advantages of keeping accurate records of pupil progress; "Commercially Available Materials" lists many of the record systems available from commercial textbook publishers; "Record-Keeping for Teachers–Reading" lists a variety of sources for the specific skills a student needs and ways to test for them, presents a form for reporting a student's reading test scores, and lists the four levels of reading; "Record Keeping for Teachers–Writing" provides a list of writing skills; "Record-Keeping by Language Arts Areas" discusses how card files can be useful in maintaining student progress records and includes two sample cards; and "Uses of These Techniques in Other Areas" examines ways of transferring the record-keeping in the language arts to keeping records in other academic areas.   [More]  Descriptors: Elementary Education, Language Arts, Reading, Reading Skills

American Educational Research Association, Washington, DC. (1970). Cultural Stability and Change Among Mexican-American Families in an Urban Setting: A Comparison of Generations in El Paso, Texas. The El Paso study was directed toward the identification and analysis of cultural and social factors, their variation and magnitude among Spanish-speaking families and their school age children. The premise was that cultural and social variations do exist within as well as between social groupings. A stratified selection technique was employed to select schools for the study. A total of three distinct geographic areas were identified, and three schools from each were selected for the study. Student questionnaires and family interviews were used to obtain data. General conclusions were: (1) just over half of the mothers and fathers were born in the United States; (2) the population was stable; (3) families were large; and (4) education level was low. A major assumption was that an analysis of specific generations might reveal significant sub-group differences in cultural and social patterns. Students were therefore placed in one of four groups: (1) Mexican immigrant; (2) first generation Mexican-American; (3) second generation Mexican-American; and (4) American. Results showed that the greatest changes occur between immigrant children and third generation or more American families. Changes and trends toward acculturation were also evident in the three closely identified Mexican-American groups.   [More]  Descriptors: Acculturation, Bilingualism, Cultural Differences, Cultural Pluralism

New Mexico State Univ., Las Cruces. Southwest Regional Media Center for the Deaf. (1974). Teacher Recommended Materials for Use with Hearing Impaired Students. Intended for teachers of the deaf, the document provides a bibliography on instructional materials for aurally handicapped students from pre-primary to high school level. Materials for each age level are divided into eight categories: career education (adult level materials are also provided in this section); language; mathematics, reading; social studies, speech, auditory training, and speech reading; and total communication. Entries are listed alphabetically by title and include information such as title, format, level of use, reading level, and publisher. Also provided is a list of publishers' addresses. Descriptors: Articulation (Speech), Auditory Training, Bibliographies, Career Education

Sievert, Joe; Winkles, L. Kathleen (1974). Las Palomitas Preschool for the Handicapped. Guide. Presented is a curriculum guide for preschool children with cerebral palsy, severe speech and language difficulties, trainable and educable mental retardation, and emotional difficulties. Minimum specific objectives in the domains of social self-help, communications, and psychomotor development are color coded according to handicap. Suggested are sample activities correlated to the specific objectives. For example, to teach the child to kick a ball without falling (psychomotor objective 8), the following activities are suggested: "Holding the student's leg, move it forward as to kick the ball in front of him. Have a ball in front of you and one in front of the student. Try to get him to model you kicking the ball." The appendix lists 5 nonhandicapped curriculums and 33 further references.   [More]  Descriptors: Cerebral Palsy, Class Activities, Communication Skills, Curriculum Guides

LEYENDECKER, PHILIP J. (1961). LET'S DEMONSTRATE SOIL AND WATER CONSERVATION FOR BETTER FARMING, BETTER LIVING. EIGHTEEN DEMONSTRATIONS ON THE SUBJECT OF SOIL AND WATER CONSERVATION ARE PRESENTED. THESE DEMONSTRATIONS UTILIZE SIMPLE AND INEXPENSIVE EQUIPMENT AND ARE SUITABLE FOR CLASSROOM OR OTHER GROUP USE, ALTHOUGH THEY WERE DESIGNED FOR 4-H CLUBS. LISTED ARE THE EQUIPMENT AND MATERIALS NEEDED, PREVIOUS PREPARATION, STEPS IN THE DEMONSTRATION, AND EXPECTED LEARNINGS.   [More]  Descriptors: Conservation Education, Demonstration Programs, Demonstrations (Educational), Experiments

New Mexico State Dept. of Education, Santa Fe. Evaluation, Assessment, and Testing Unit. (1974). Analysis of Standardized Testing Program Results 1973-74: Grades 1, 5, and 8 and ACT Report. This survey of the standardized testing program summarizes the data accumulated from the most recent administration of selected instruments in October 1973. It compares these findings with information from previous years and points to a few trends and possible conclusions. Assessment of mental abilities–1973-74 is presented for grade 1, and assessment of aptitude and achievement–1973-74 is presented for grades 5 and 8. The ACT report includes information on the four measures of academic ability and data about additional student characteristics that appear to have a bearing on success in college. The appendixes contain the testing schedule 1969-74 and item analysis for grades 5 and 8.   [More]  Descriptors: Academic Achievement, Comparative Analysis, Ethnic Groups, Grade 1

Lynch, Patrick D., Ed.; Blackstone, Peggy L., Ed. (1966). Institutional Roles for In-Service Education of School Administrators. This document is a compilation of papers read at a 4-day conference attended by 60 participants from throughout the United States. Chapters include (1) "In-Service Education of School Administrators: Background, Present Status, and Problems," by Robert B. Howsam; (2) "Notes on Institutional Relationships in the In-Service Education of the Professional Administrator," by Keith Goldhammer; (3) "Inter-Institutional Model for In-Service Training and Changes in School Systems," by Patrick D. Lynch; (4) "Continuing Medical Education," by Reginald Fitz; (5) "The Development and Implementation of a Residence Executive Development Training Program," by Simon Herman; (6) "Models for Change in School Systems: Reinforcement," by Robert J. Berger; (7) "In-Service Training of Industrial Management," by Robert Utter; and (8) "Psychological Processes in Influencing Change," by Stanley W. Caplan.   [More]  Descriptors: Administrator Education, Administrators, Educational Change, Inservice Education

BARNES, BILL; MANZANARES, JESS (1966). VOCATIONAL CORE PROGRAM. A 10-YEAR PROGRAM FOR DISADVANTAGED YOUTHS IS DESCRIBED. ITS OBJECTIVES WERE TO–(1) MEET THE NEEDS OF STUDENTS WHO HAVE NO INTEREST IN OR ABILITY TO ADAPT TO A REGULAR SCHOOL PROGRAM, (2) RELIEVE THE CLASSROOM TEACHER OF DISCIPLINE PROBLEMS WHICH BECOME TIME CONSUMING TO THE POINT THAT OTHER CLASS MEMBERS ARE PENALIZED, AND (3) ESTABLISH A FLEXIBLE SCHOOL PROGRAM WHICH INCLUDES ACTIVITIES BOTH IN AND OUT OF THE REGULAR SCHOOL DAY. CRITERIA FOR STUDENT SELECTION INCLUDED (1) POOR GENERAL ATTITUDE, (2) LACK OF INTEREST IN THE REGULAR CURRICULUM, (3) CHRONIC MISBEHAVIOR, (4) PETTY CRIMINAL ACTIVITIES, (5) INCORRIGIBLE TRUANCY, (6) INABILITY TO GET ALONG WITH OTHER PEOPLE, AND (7) DROPOUT POTENTIAL. SCHEDULING WAS DONE ON AN INDIVIDUAL BASIS BY THE VOCATIONAL CORE TEACHER. STUDENTS WERE ENCOURAGED TO PARTICIPATE IN A WORK EXPERIENCE PROGRAM AND TAKE COURSES WHICH THEY WANTED TO TAKE AND IN WHICH THEY MIGHT SUCCEED. THE PROGRAM OPERATES AT THE JUNIOR AND SENIOR HIGH SCHOOL LEVEL. JUNIOR HIGH STUDENTS RECEIVED CREDIT AS RECOMMENDED BY THE VOCATIONAL CORE TEACHER AND AT THE SENIOR HIGH LEVEL, THE PRINCIPAL COOPERATED IN THIS RECOMMENDATION. THE STUDENT MAY TRANSFER TO THE REGULAR CURRICULUM AT WILL. EXTENSIVE INDIVIDUAL COUNSELING IS DONE BY THE VOCATIONAL CORE TEACHER.   [More]  Descriptors: Admission Criteria, Disadvantaged Youth, High School Students, High Schools

Church, Mary Josephine; And Others (1980). HIGH LONESOME: A School Community Survey of the Encino Rural Independent School District. An assessment of school facilities and services and a survey of staff, student, and community attitudes was undertaken at the request of the Encino School Board to aid in educational planning and improvement for its small rural school which is faced with the problems of declining population (from 400 to 150 in the past 20 years), declining enrollment (66 students in grades K-12), and rising costs. The following recommendations are based on a comprehensive assessment of facilities, services, and educational costs: (1) add a part-time principal or intern in educational administration to assist the superintendent-principal; (2) develop a variety of inservice teacher training programs; (3) use the PLATO system to increase the number of courses available and further individualize instruction; and (4) finance capital outlays to reduce the building area and modernize classrooms. Survey results indicate that faculty, students, and community members are concerned with the quality of local education but have positive attitudes about their school and want it to remain in operation. In addition to specific educational improvements, the community of Encino might consider plans to counteract the pervasive effects of declining population. The development of tourist related business is one of several possible ways to bring new residents as well as income to the area. Appendices include the survey questionnaires and bibliography. Descriptors: Declining Enrollment, Economic Development, Educational Facilities, Educational Improvement

Glover, Michael (1974). Quickie Tests for Reading: Fast, Simple Tests to Determine Reading Level. The reading test forms in this booklet are to be used primarily for determining students' reading grade level. In expanded forms, they can also serve as diagnostic tools for some reading and learning disabilities. All teachers should be able to administer these tests with relative accuracy and, when applicable, discover narrow areas which will require more comprehensive testing by a specialist. The tests discussed are commercially prepared informal reading inventories, the cloze procedure, and a sight word test. Information on preparing and on using the tests is provided.   [More]  Descriptors: Cloze Procedure, Elementary Education, Evaluation Methods, Informal Reading Inventories

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Bibliography: New Mexico (page 231 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Everett D. Edington, Federico Martinez Carrillo, P. Roland Caster, Don B. Croft, Darrell S. Willey, Henry W. Pascual, LURA BENNETT, Garrey E. Carruthers, Clyde Eastman, and Santa Fe. New Mexico Western States Small Schools Project.

RIHM, ALMA; AND OTHERS (1967). A TRANSITION IN NURSING EDUCATION–GUIDELINES RESULTING FROM THE PHASING OUT OF A DIPLOMA NURSING PROGRAM AND THE ESTABLISHMENT OF AN ASSOCIATE DEGREE PROGRAM. POSITION STATEMENTS OF NURSES' ASSOCIATIONS INDICATED THAT ALL NURSING EDUCATION SHOULD MOVE INTO THE MAINSTREAM OF GENERAL EDUCATION WITH PROFESSIONAL PROGRAMS IN COLLEGES OR UNIVERSITIES AT THE BACCALAUREATE OR HIGHER LEVEL, ALL TECHNICAL PROGRAMS IN JUNIOR OR COMMUNITY COLLEGES AT THE ASSOCIATE DEGREE LEVEL, AND ALL PRESERVICE PROGRAMS IN VOCATIONAL EDUCATIONAL INSTITUTIONS. MANY PRESENT PROGRAMS WILL BE CLOSED AND NEW ONES ESTABLISHED TO CONFORM TO THE DESIRED PATTERN. GUIDELINES WHICH EVOLVED FROM PHASING OUT THE REGINA SCHOOL OF NURSING AND ESTABLISHING AN ASSOCIATE DEGREE PROGRAM WITHIN THE UNIVERSITY OF ALBUQUERQUE COULD BE ADOPTED BY OTHER INSTITUTIONS FACING SUCH CHANGE. THE MANUAL SUGGESTS PROCEDURES FOR ESTABLISHING AN ASSOCIATE DEGREE PROGRAM AND EXPLAINS ADAPTATIONS MADE BY THE REGINA SCHOOL OF NURSING AND THE UNIVERSITY OF ALBUQUERQUE FOR THE FOLLOWING–EXPECTATIONS FOR THE ASSOCIATE DEGREE GRADUATES, OBSTACLES TO ESTABLISHING ASSOCIATE DEGREE PROGRAMS, INITIAL PLANNING, PHILOSOPHY AND OBJECTIVES, EDUCATIONAL AND HEALTH FACILITIES, CONTRACTS, PUBLIC RELATIONS AND PUBLICITY, ORGANIZATION AND ADMINISTRATION, FACULTY, CURRICULUM, STUDENTS, GRADUATES, AND EVALUATION. A FINAL CHAPTER PRESENTS SPECIFIC RECOMMENDATIONS FOR PHASING OUT AN EXISTING PROGRAM. AN EXTENSIVE BIBLIOGRAPHY, NAMES OF AGENCIES PROVIDING MATERIAL AND INFORMATION, AN EQUIPMENT ESTIMATE FOR THE NUSING ARTS LABORATORY, RECOMMENDED LIBRARY ACCESSIONS, A SAMPLE FORM OF CONTRACT BETWEEN THE HOSPITAL AND THE UNIVERSITY, PUBLIC RELATIONS LETTERS, AND A CURRICULUM PLANNING TOOL ARE INCLUDED.    [More]  Descriptors: Allied Health Occupations Education, Associate Degrees, Bibliographies, Curriculum

FITZPATRICK, MILDRED (1965). THE CLASSROOM AIDE. TO RELIEVE THE NON-INSTRUCTIONAL BURDEN UPON THE CLASSROOM TEACHER, THE QUEMADO PUBLIC SCHOOLS EXPERIMENTED WITH A TEACHER AIDE PROGRAM, UTILIZING A SINGLE TEACHER AIDE IN ELEMENTARY LANGUAGE ARTS AND HIGH SCHOOL PROGRAMED MATHEMATICS THE FIRST YEAR OF THE PROJECT. AS A RESULT OF THE EXPERIMENT'S SUCCESS, THE FOLLOWING SCHOOL YEAR (1963-1964) CLASSROOM AIDES WERE EMPLOYED IN EACH OF THE 4 QUEMADO PUBLIC SCHOOLS COVERING ALL SUBJECT MATTER AREAS. AS A CONSEQUENCE OF THE INCREASED NUMBER OF CLASSROOM AIDES EMPLOYED, IT BECAME NECESSARY TO DEFINE A CLASSROOM AIDE, AND OUTLINE AN AIDE'S QUALIFICATIONS AND DUTIES. USE OF THE CLASSROOM AIDE ALLOWED THE TEACHER MORE TIME FOR INDIVIDUALIZING INSTRUCTION, DEVELOPING TEACHING MATERIALS, AND TRIAL-TESTING CLASSROOM EXPERIMENTS AND DEMONSTRATIONS PRIOR TO THEIR USE. TIME FOR SMALL GROUP INSTRUCTION BECAME MORE OF A REALITY BECAUSE THE TEACHER WAS FREED FROM SUCH NON-INSTRUCTIONAL DUTIES AS COLLECTING MONEY, TAKING ATTENDANCE, AND MARKING OBJECTIVE TYPE TESTS AND WORKBOOKS. IT WAS SUGGESTED THAT A PROGRAM OF TEACHER AIDE PREPARATION BE UNDERTAKEN EITHER BY LOCAL SCHOOL SYSTEMS, OR BY COLLEGES AND UNIVERSITIES.   [More]  Descriptors: Audiovisual Aids, Curriculum Enrichment, Educational Planning, Individual Instruction

Carrillo, Federico Martinez, Ed. (1979). Approaches to Assessing Bilingual/Bicultural Programs. The papers in this monograph reflect different approaches used in the assessment and evaluation of bilingual education programs. Doctors Harry Berendzen and Katherine Bemis provide some practical considerations for implementation of evaluation. They list responsibilities of an evaluator and offer an evaluation management plan which takes into consideration needs assessment, performance objectives, measurement of project impact, material development, staff development, and community involvement. Dr. Michael Massarotti offers a systematic procedure for collecting information based on pre-established objectives and subsequent analysis, reporting, and use of the information for the purpose of making decisions concerning program development. Dr. Charles Leyba provides an overview and design of Title VII program evaluation. He also discusses standardized testing and analysis of scores. Finally, the topics of Dr. Robert Reeback's paper include a critique of Title VII regulations concerning evaluation, some examples of misguided or inadequate evaluation, a review of some persuasive evaluation results, and suggestions for reconstituting evaluation in the context of Title VII and adjusting to it in the meantime. Descriptors: American Indians, Biculturalism, Bilingual Education, Compensatory Education

Willey, Darrell S.; And Others (1974). Bilingualism: A Review of the Literature Relevant to Preparation of Teachers for Southwestern Spanish-Speaking Children and Youth. Fifty-eight literature citations relevant to preparation of teachers for Southwestern Spanish-speaking children and youth are reviewed in this paper. The citations include journal articles, monographs, research reports, and synthesis papers published between 1920 and 1974. Topics covered are bilingual teaching strategies, stereotyping, problems and issues of teaching Chicano pupils and youth, testing, standardized psychometrics and mental measurements, reform legislation, criteria for bilingual programs, and quality teacher preparation program design.   [More]  Descriptors: Bilingualism, Citations (References), Educational Legislation, Elementary School Teachers

Pascual, Henry W. (1978). Clients and Teachers in Bilingual Education Programs. Whether bilingual education programs continue to be model projects for demonstrating viable alternatives for the education of Hispanics or general programs to correct deficits in the education of our children, the selection of students for participation in the programs and the training of teachers for these programs are serious responsibilities. Recommendations to the U.S. Office of Education for determining eligibility for bilingual programs suggest including: (1) Hispanic students, regardless of surname, who are on grade level or lower in standardized achievement tests in English language arts, social studies, science, and mathematics; (2) Hispanic students falling within categories outlined in the Lau Remedies; and (3) any Hispanic students wishing access to bilingual education, regardless of economic background or English proficiency. Bilingual teacher training programs should provide: demonstrable competence in understanding, speaking, reading, and writing the non-English language; study of the history, civilization, fine arts, and literature of the people whose culture is to be taught or learned; study of specific language pedagogy; teaching the academic content in Spanish; training in socio and psycholinguistic factors impinging upon the learning process; and training in teaching of English, both as a second and first language. Descriptors: Access to Education, Bilingual Education, Elementary Secondary Education, Eligibility

Eastman, Clyde; And Others (1974). A Socioeconomic Analysis of Environmental Concern: Case of the Four Corners Electric Power Complex. Bulletin No. 626. Recently American attention has focused on the problems of pollution and environmental protection. Focusing on the Four Corners Interstate Air Quality Control Region, this study determined which socioeconomic characteristics were associated with concern for environmental quality as measured by willingness to pay for pollution abatement. Sample sites were determined by weighing four pollution concentration zones. Interviews were conducted during the 1972 summer and January 1973 with 747 reservation and nonreservation residents and out-of-region recreationists. Separate questionnaires, designed for each subpopulation, were used to determine willingness to pay via a series of bidding games. To ensure that the means of financing was not a barrier to a respondent's willingness to pay and since no bidding game was appropriate for all, five games were constructed–a sales tax increase; an additional charge to the electric bill; a monthly charge; an increase to the user's fee; or a change in laws. Responses were analyzed by stepwise multiple regression. Some findings were: (1) few consistent relationships existed between concern for environment and socioeconomic characteristics (age, occupation, income, ethnicity, and organizational participation); and (2) a clear majority were willing to pay for pollution abatement.   [More]  Descriptors: American Indian Reservations, American Indians, Anglo Americans, Blacks

Cooper, James G. (1974). Mirror, Mirror on the Wall: Adolescent Self-Concept in Four Countries. Self-concepts of adolescents in Germany, Mexico, Chinese in Taiwan, and the U.S.A. were measured with an Osgood type of semantic differential. The American sample included Anglo, Chicano, and Indian high school seniors. The 11 concepts included: attitudinal measures on the self, school, social milieu and other racial groups. The bipolar adjectives comprised: good-bad, sharp-dull, ugly-beautiful, strong-weak, slow-fast, shallow-deep, effective-ineffective, valuable-worthless, intelligent-stupid, and honest-dishonest. Tests were translated into Chinese, German, and Spanish; effort was made to preserve semantic equivalence. In perceptions of self, the German mean was lowest, and the Mexican mean was highest. This pattern was repeated in perception of school. Perception of the social milieu showed that Anglos were lowest; the Mexican mean was highest. Perceptions of other groups was highest in the Mexican group; the Chinese students were low. Based upon an overall assessment, it was found that Mexican adolescents gave the most favorable perceptions, followed by Chicanos, Chinese, American Indians, Germans and Anglos at the bottom with the least favorable perceptions.   [More]  Descriptors: Adolescents, American Indians, Anglo Americans, Chinese

Croft, Don B. (1976). Predictors of Success in College for Low Prior Educational Attainment Multicultural Students. The study identified variables contributing to success in college for low prior educational attainment students from differing cultural backgrounds; described the nature and operation of COPE (College Opportunity Program for Enrichment); described the background characteristics of the COPE students; compared the COPE students' attitudes toward education and careers with those of other students with similar background characteristics; and examined the predictors of college success for three groups of students–COPE, education, and vocational education students. The sample included 256 COPE, 169 education, and 143 vocational education students. Current college grade point average was used to measure college performance. Two self-report instruments were administered to the students: Holland's "Self-directed Search" (SDS) measured their career interests and "Career Education Description Questionnaire" (CEDQ), developed specifically for this study, measured their attitudes toward education, background characteristics, and career interests. Findings included: current attitudes toward education and careers were an important contributor to college success; and COPE students were creative and inventive students. Appendices include a review of literature dealing with vocational interests, success in college, and Spanish-speaking cultural values; and discussions of CEDQ's development, the SDS Hexagonal Model as used with COPE students, and the students' reactions to the SDS Booklet.   [More]  Descriptors: Academic Achievement, American Indians, Anglo Americans, Blacks

Soberano, Rawlein G. (1980). The Vietnamese of New Orleans: Adapting to American Social Structure. This paper reports on a historico-sociological study describing the current situation of Vietnamese refugees who settled in the New Orleans, Louisiana, area between 1975 and 1980. The paper begins with a historical background section which presents information about the fall of the South Vietnamese government in 1975, the resulting influx of refugees to the United States, and how the United States government dealt with the relocated refugees. The next section of this paper reviews the experiences of Vietnamese who relocated in Louisiana describing why they chose Louisiana and how they were accommodated in the New Orleans area. Included in this section is a summary and review of a study of the living conditions of Vietnamese in New Orleans. The final section reports the findings of a questionnaire administered to Vietnamese immigrants. These data are supplemented by conversations with refugees and a survey distributed to college students to determine local reactions to the refugee influx. Tables of data are included and Vietnamese and English translations of the study questionnaire are appended. Descriptors: Acculturation, Asian Americans, Attitudes, Government Role

BENNETT, LURA (1966). A TRANSITIONAL CURRICULUM GUIDE FOR MATHEMATICS IN GRADES 7 AND 8. THIS TRANSITIONAL CURRICULUM GUIDE WAS DESIGNED TO SERVE THE FOLLOWING PURPOSES–(1) TO POINT OUT THE VARIOUS CONCEPTS, DEFINITIONS, MEANINGS, AND APPLICATIONS RELATED TO CERTAIN AREAS OF MATHEMATICS WHICH SHOULD BE THE CONTENT OF MATHEMATICS IN GRADES SEVEN AND EIGHT, (2) TO BRIDGE THE GAP BETWEEN TRANSITIONAL PROGRAMS AND MORE MODERNIZED COURSES, TO INCORPORATE MODERN TERMINOLOGY WITH THE TRADITIONAL TOPICS, AND TO INTRODUCE NEW CONCEPTS AS APPROPRIATE, AND (3) TO HELP TEACHERS BUILD AN ARITHMETIC BACKGROUND OF THEIR STUDENTS BY PRESENTING NEW IDEAS IN A WAY ACCEPTABLE TO ALL STUDENTS, BY MAINTAINING AND POLISHING COMPUTATIONAL SKILLS, BY INTRODUCING AND USING MODERN TERMINOLOGY AS NEEDED, AND BY DEVELOPING PATTERNS OF THOUGHT NECESSARY TO LATER WORK IN MATHEMATICS. SAMPLE INSTRUCTIONAL UNITS ON A NUMBER OF TOPICS HAVE BEEN INCLUDED. THESE UNITS ARE STRUCTURED TO SHOW HOW THE MATERIAL CAN BE ORGANIZED FOR EFFICIENT TEACHING AND TO PROVIDE SOME HELPFUL IDEAS ABOUT HOW TO PRESENT CERTAIN TOPICS. TOPICS PRESENTED IN THE GUIDE INCLUDE NUMBERS AND OPERATIONS, GEOMETRY, MEASUREMENT, BUSINESS ARITHMETIC, RATIOS, GRAPHS, SETS, MATHEMATICAL SENTENCES, AND STATISTICS.   [More]  Descriptors: Arithmetic, Curriculum, Curriculum Guides, Geometry

New Mexico Western States Small Schools Project, Santa Fe. (1965). Programmed Mathematics, Dora High School. Because of small class enrollment, limited class offerings, and differences in ability range, a programmed algebra course was introduced to eliminate some disadvantages of a small school mathematics program. Credit was given to students completing 36 of the 73 chapters in Science Research Associates (SRA) Modern Mathematics, Course I. Post-test scores indicated a gain ratio of .63 compared to pre-test scores. Criticism of the programmed course included the difficulty of chapter tests and the use of multiple choice questions. A statement of problems and objectives and a sample progress report to parents conclude the document.   [More]  Descriptors: Academic Achievement, Algebra, Course Evaluation, Individualized Instruction

Caster, P. Roland (1974). Navajo Education Resource Center, Many Farms, Arizona. Final Technical Report, 1973-1974. The voluminous final technical report contains comprehensive information covering the 1973-74 activities of the Navajo Education Resource Center (NERC). The project's purpose was to develop an Indian Resource Service Office which would function as a support service system for handicapped children's programs on the Navajo Reservation and which could be replicated on other reservations. Included are chapters on center objectives such as conducting a preliminary survey to identify handicapped children, designing a region-wide procedure for diagnosis of handicapped Indian children, developing a diagnostic/prescriptive resource room model, coordinating proposed Instructional Materials Center activities with diagnostic efforts, and providing direct services (such as training sessions in contingency management and early identification of handicapped preschoolers) to teachers and school administrators. Other chapters cover such topics as monthly progress reports and project effects. Among the extensive appendixes comprising the last half of the document are suggestions for implementing an NERC study to determine the prevalence of handicapping conditions among Indian school children, a procedural manual for resource room operation, and a model plan for an Indian Learning Resource Center.   [More]  Descriptors: American Indians, Delivery Systems, Diagnostic Teaching, Exceptional Child Services

Blasi, Joyce F. (1976). Characteristics of Criterion-Referenced Instruments: Implications for Materials Selection for the Learning Disabled. Discussed are characteristics of criterion referenced reading tests for use with learning disabled (LD) children, and analyzed are the Basic Educational Skills Inventory (BESI), the Prescriptive Reading Inventory (PRI), and the Cooper-McGuire Diagnostic Work-Analysis Test (CooperMcGuire). Criterion referenced tests are defined; and problems in test development (such as determining reliability and validity and selecting among behavioral alternatives for measuring the competency) are considered. Listed are characteristics of materials needed by LD students such as presentation of the same content or process in a variety of modalities. The three instruments are analyzed item by item in terms of the content of each objective or activity, the number of items per objective or activity, the stimulus mode, the response mode, and the type of response (whether selected or constructed). It is concluded that the BESI has merit for use with LD children who do not have expressive language difficulties, that the PRI is probably not useful in designing instruction for LD children, and that the Cooper-McGuire may help LD children who can integrate input from two channels simultaneously. It is stressed that diagnostic personnel need to vary the stimulus and response modes to determine individual competency and that diagnostic instruments be developed which are domain referenced as well as criterion referenced and which reflect a task analysis approach to content with variations of stimulus and response characteristics. Appended are three task sheets and an analysis sheet for use in teacher training situations. Descriptors: Behavioral Objectives, Criterion Referenced Tests, Diagnostic Tests, Elementary Education

Carruthers, Garrey E.; And Others (1975). Delivery of Rural Community Services: Some Implications and Problems. Agricultural Experiment Station Bulletin 635. Summarizing research conducted under the Western Regional Research Project on the delivery of rural community services, this report presents explications of the following generalizations which have been supported by research: (1) Many rural service institutions need reorganization and renewal, (2) Regionalization increases organizations' ability to provide some rural community services, (3) Rural development depends directly on citizen participation and representation of various population segments, (4) Effective leaders view development as a community process, not a personal one, (5) Public leaders seem to be drawn primarily from certain community segments, (6) Even with fewer and less adequate services, rural residents prefer rural life, (7) Availability of health-care services affects their use, (8) Rural people want innovative health care practices, (9) Mechanisms are needed for using results from rural community service research. Additionally, the following future research needs are identified: (1) the construction and testing of social indicators, (2) perspectives on the adequacy of community services, (3) the study of the effectiveness of alternative organizational structure, (4) comparative analyses of service delivery systems and leadership structures, (5) the composite of community services appropriate for rural areas. Twenty-nine abstracts of research under the W-114 project are presented in the Appendix.   [More]  Descriptors: Abstracts, Agencies, Citizen Participation, Community Services

Edington, Everett D.; And Others (1980). Evaluation of Television as a Method of Disseminating Solar Energy Information. This project included three separate studies undertaken to determine the effectiveness of television instruction as a method of effectively delivering information about solar energy systems to present and future workers in related industries, and as a method of delivery for adult continuing education instruction. All three studies used a series of five half-hour videotapes. A survey of the general public in the Las Cruces area was conducted to determine the number and occupational status of people watching the series on a local public broadcasting station. Surveys of random samples then assessed the prior level of knowledge on solar energy of residents from differing socioeconomic strata and any increase in knowledge after viewing the series. The worker study included apprentices, journeymen sheet metal workers, and materials handlers. These workers were given a pretest, shown the television series, and given a posttest. The relative effectiveness of television and regular instruction were compared in solar energy related vocational classes at two postsecondary institutions, and student attitudes concerning television instruction were assessed. Findings were generally favorable in all three studies, and television is recommended as a means of enabling adults of varying educational and age levels to participate in educational activities. Data, survey questionnaires, and references are included. Descriptors: Adult Education, Adult Programs, Adult Vocational Education, Construction Industry

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Bibliography: New Mexico (page 230 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Michaele O'Conlin, Cecelia Gallegos, William F. Mayhall, Albuquerque. Bureau of Educational Planning and Development. New Mexico Univ., Joseph R. Jenkins, Norman L. Newcomer, Janet Vucinich, Don Edward Swanjord, Marcia Muth Miller, and Albuquerque. Dept. of Educational Administration. New Mexico Univ..

Miller, Marcia Muth (1971). Collecting and Using Local History. The local history collection should contain: county histories; city and village histories; state and regional histories; anniversary booklets; company histories; local newspapers; local magazines; genealogies; family albums; diaries; journals, and letters; account books; club yearbooks; school annuals; telephone books, city directories and local maps; and public records. The local history collection should also be suitably housed, easily accessible with a comprehensive catalog and a helpful, intelligent staff. Community members who may use the collection are: staffs of the local newspapers, radio and television stations; professional and amateur genealogists; professional historians; economists; writers; clubs and other community groups; teachers; students; and artists.    [More]  Descriptors: American History, History, Information Sources, Information Storage

Vucinich, Janet; O'Conlin, Michaele (1988). Ideabook on Writing for GED Instructors in Adult Basic Education. This handbook is intended to provide teachers with background information about the writing skills needed by General Educational Development (GED) students as well as practical instructional activities for use in the adult basic education/GED classroom. A guide to using the ideabook explains the POWER format that involves Prewriting, Organizing, Writing, Editing, and Rewriting. It lists general objectives and discusses use of the 10 writing tasks that move the students developmentally from the concrete to the abstract. Each task is composed of these components: a list of key objectives; a prompt that contains background information, directions, and key words; thought questions (Prewriting); student activities; directions for the Organizing, Writing, Editing, and Rereading stages that the teacher may use verbatim; and an additional prompt, which can be used at the teacher's discretion as extra classroom practice. Two reproducible student forms for each activity are included in the appendix. One consists solely of a prompt; an expanded version provides all the material found on the teacher sheets. These reproducible sheets are also appended: a student record sheet, a summary sheet of the five steps in the POWER model, and instructor and student copies of a Bertrand Russell essay. Descriptors: Adult Basic Education, Behavioral Objectives, High School Equivalency Programs, Learning Activities

Huntsberger, Paul E. (1989). Reentry Orientation and Alumni Networking in U.S. Colleges and Universities with Agriculture and Natural Resources Programs. Survey Report. This report presents results of a survey of U.S. postsecondary institutions with agriculture and natural resources programs, concerning institutional support for reentry orientation and alumni networking programs. Reentry orientation" involves programs that help international students become aware of the adjustment aspects of returning home, and "alumni networking" is the linking of international students with their U.S. institutions, former professors, and other associates. Of 88 institutions responding to the survey, 24 reported that they regularly organize and conduct reentry orientation programs, and 25 organize and conduct alumni networking programs. The report discusses responsibility for program organization, international enrollments, types of program activities, and financing of programs. A directory is presented of 55 institutions that provide or plan to provide reentry and/or alumni programs. A list of 11 further readings concludes the report.   [More]  Descriptors: Adjustment (to Environment), Agricultural Education, Alumni Education, College Graduates

New Mexico State Dept. of Education, Santa Fe. (1971). The Development and Utilization of Student Prepared Teaching Units in Family Living Subject Areas Utilizing the Television Media. This research project investigated the effects of teaching units in the family-living subject areas as prepared by adult basic education students utilizing the television media as a method of instruction. The objectives of the study were: (1) to ascertain whether or not student-prepared videotape media are effective in instructing ABE students in the family-living areas; and (2) to determine if student-prepared videotape units act as reinforcements to student motivation. Other activities included in the research were: (1) the training of 12 adult-basic-education teachers and 30 adult basic education students in the operation of television equipment and in the production of videotape teaching units; (2) the development of a procedure for statewide implementation in which both students and teachers can prepare videotape lessons of instruction for all levels and on all subject areas in adult basic education; and (3) the development of a performance criteria by which objectives (1) and (2) were evaluated and reported.   [More]  Descriptors: Adult Basic Education, Educational Television, Family Life, Student Developed Materials

New Mexico Univ., Albuquerque. Dept. of Educational Administration. (1987). Introducing Writing to GED/ABE Students. Program Handbook. This professional development package is designed to assist General Educational Development (GED) instructors in developing teaching skills to help them prepare students for the written essay part of the new GED exam. An introduction discusses some research and theory that support collaborative teaching situations that most efficiently and effectively communicate the required thinking/writing skills. It also describes a multistage model of instruction (prewriting, outlining, writing, revising, and editing). Some general guidelines for conducting the writing inservice program are provided. The facilitator's overview and guide provides materials for nine sections: introduction, organizing written materials, GED test criteria, understanding the GED writing sample, the group process, freewriting, sharing freewriting, organizing ideas, and moving from ideas to form. Use of a related videotape in the inservice sessions is discussed. Some or all of these components are given for each section: rationale, synopsis, objective, resources, follow-up, and activity. The next section of this package contains reproducible resources for inservice participants, including writing topics, writing sample test, student assignment sheet, student freewriting worksheet, readings to explore organizational patterns, and additional sources for professional development. A glossary and tips for teaching writing are also provided. Descriptors: Adult Basic Education, Behavioral Objectives, High School Equivalency Programs, Inservice Teacher Education

Swanjord, Don Edward (1986). A Bibliography of Agriculture and Rural Life in Yemen. Intended as a key to current work in agriculture in Yemen, this bibliography cites more than 520 resources produced since 1963 including monographs, journal articles, theses and dissertations, conference papers, case studies, reports, proposals, surveys, bibliographies, and United Nations publications. Foreign language materials in German, French, and Russian are included. Listed alphabetically by authors, the entries provide, when applicable, title, date and place of publication, publisher, volume number, and pagination. A detailed subject index cross references materials to author and page of the entry. The 28 index subject categories and number of entries under each are agriculture–beekeeping (4); agriculture–coffee (9); agriculture–cotton (5); agriculture–fisheries (1); agriculture–forestry (12); agriculture–grapes (3); agriculture–horticulture (6); agriculture–Qat (16); agriculture–appropriate technology (3); animal production (24); bibliographies (1); botany–general (29); botany–historical (13); climatology (8); crops (25); cultural background (47); economic development (52); agricultural education and extension (30); entomology and plant protection (35); agricultural history (12); management and administration studies (8); marketing studies (21); population (6); soils (24); statistics (3); survey and community studies (49); water resources (46); and women and development (21). Descriptors: Agricultural Production, Agriculture, Animal Husbandry, Botany

Slavin, Gerald M., Ed.; Colahan, Clark A., Ed. (1981). [International Education Programs], Occasional Papers Series in International Education. Perspectives concerning the overall process of providing international education are considered in three articles. In "The Development of an International Commitment: A Case Study," Earl L. Backman describes the successful implementation of an international program at the University of North Carolina, Charlotte. The Program for International Studies, after five years of planning, was designed to develop an academic concentration for undergraduates, sponsor programs designed to heighten awareness on campus, and respond to the needs of the business community. Major developments, program funding, and strengths and weaknesses of the approach are considered. In "The Short Course for Overseas Participants: A Growing Educational Option," Judith A. Horowitz examines cross-cultural training programs, which offer foreign students and visitors to the United States intensive study for a shorter period than a traditional degree course. These short courses are conducted at a variety of U.S. locations, ranging from corporate headquarters to federal training centers, but especially at colleges and universities. The nondegree courses are designed to impart a particular skill or way of thinking or to expose the participants to a particular set of experiences or a new technology. Program administration is also addressed. In "Assessing the Contributions of Overseas Institutional American College Systems," Herbert Maza describes the role of semi-independent centers that offer studies abroad, and which allow colleges and universities to send students overseas for specialized studies, without the need to establish their own overseas program centers. Descriptors: College Programs, Cross Cultural Training, Foreign Nationals, Foreign Students

Newcomer, Norman L. (). You and Your Newspaper. A Guidance Manual for Cooperative Extension Agents. Guidelines to aid the Extension Agent in writing articles for newspapers are presented. The manual is divided into the following sections: Why Use Newspapers?; Newspaper Public Relations; Before You Begin to Write; What Is News?; The Right Words; Feature Stories; Writing Columns; Newspaper Editorials; Editing; and Photography. In addition, a Newspaper Style Manual is provided, which furnishes guides for capitalization, abbreviations, punctuation, and numbers.   [More]  Descriptors: Adult Educators, Communication Skills, Extension Agents, Grammar

Smith, Jeanette, Comp. (1993). Who Do You Think You Are? Library Resources in Genealogy. Conducting research in the field of genealogy requires the use of many different historical and recent materials in libraries and elsewhere. This guide provides an annotated bibliography of useful library tools, a basic strategy for research, and a list of other sources of information to help trace a family tree. Although comprehensive, this bibliography is by no means an exhaustive list of genealogical sources; rather, it is meant as an introduction to categories of materials. The following types of sources are included in the bibliography: handbooks and guides (17 titles); dictionaries (8 titles); indexes (10 titles); directories (16 titles); bibliographies (21 titles); newspapers and newspaper indexes (6 titles); census records (8 titles); military records (6 titles); church and cemetery records (2 titles); land records (2 titles); periodicals (13 titles); history and family histories (3 titles); agencies (9 titles); and other sources of information (13 titles).   [More]  Descriptors: Annotated Bibliographies, Family History, Genealogy, Higher Education

Jenkins, Joseph R.; Mayhall, William F. (1973). Dimensions and Attributes of Resource Teacher Systems Serving Handicapped Learners. Resource teacher systems serving learning disabled children are discussed in terms of the varying dimensions of type of service (direct versus indirect), diagnostic/prescriptive orientation (ability versus skill), and delivery (resident versus itinerant). Individual resource programs are thought to vary on the dimensions due to intransigent factors such as incidence of handicapped children or rural locale. Standard minimal attributes of any resource system are given to be the clear specification of objectives, regular and public progress measures, a commitment to and management of individualized instruction, and optimism.   [More]  Descriptors: Exceptional Child Education, Learning Disabilities, Program Evaluation, Resource Teachers

Bonilla, Patricia; O'Conlin, Michaele (1989). Ideabook for Teachers of Amnesty Students. This ideabook provides materials for teachers of amnesty (amnesty is the legalization of undocumented immigrants who can prove entrance to the United States prior to 1982) classes that address all their responsibilities–English-as-a-Second-Language instruction and civics content, documentation of student progress, and keeping of accurate attendance records. Section 1 looks at the legalization process. It provides information about Immigration and Naturalization Service (INS) requirements, specifically the English/civics/history test. Section 2 identifies challenges for the teacher in an amnesty classroom. Section 3 focuses on assessment procedures, including documenting student attendance and progress. A sample pre- and posttest, testing materials, and student forms are provided. Section 4 describes four specific teaching strategies: total physical response, language experience, games and manipulatives, and role playing. Suggestions are made for using activities of each type in the classroom. Section 5 on the 100 INS questions provides steps for using the questions in the classroom and presents 13 thematic units that incorporate the questions in a useful manner. Section 6 contains two sample teaching units: a unit on the flag, which demonstrates teaching strategies around fairly concrete ideas, and a unit on the amendments, which describes how to use these strategies to teach more abstract concepts. Appendixes include an application packet, information on INS offices and services, and the 100 INS questions with answers in English and Spanish.  Descriptors: Academic Achievement, Adult Basic Education, Adult Education, Citizenship

New Mexico Univ., Albuquerque. Bureau of Educational Planning and Development. (1984). Dulce Public Schools Community Education Needs Assessment. Adults in a multi-ethnic, small, rural school district were surveyed to determine their evaluation and expectations of district schools. Of the 301 respondents, 72% were Jicarilla Apache/other Indian, 14% Spanish/Mexican, and 14% Anglo; most were aged 19-45; 81% had completed high school; 76% were employed. Respondents rated the elementary, high, and parochial schools generally adequate, particularly in facilities, bussing, and teachers, but found counseling services unsatisfactory; strongly supported occupational training, personal finance classes, cultural heritage emphasis, and a substance abuse program; found lack of motivation, self-discipline, and parental involvement the most common impediments to education; rated high school graduation very important; and believed student goals should be good grades and preparation for further education and employment. Respondents recognized that parents have a primary responsibility for education and wanted the school system to teach basic skills. The survey's second part, answered by Jicarilla Apache tribal members, evaluated programs offered by tribal government and demonstrated need for better communication between residents, school system, and tribal government, and need for more adult education. Survey conclusions included the need to improve communication between school system and residents, to improve social behavior and educational climate, and to integrate native language and culture into the schools. Descriptors: American Indian Education, American Indians, Anglo Americans, Community Surveys

Clark, Douglas W. (1980). Basic Laboratory Skills for Water and Wastewater Analysis. Report No. 125. Designed for individuals wanting to acquire an introductory knowledge of basic skills necessary to function in a water or wastewater laboratory, this handbook emphasizes current use of routine equipment and proper procedures. Explanations and illustrations focus on underlying techniques and principles rather than processes for conducting specific tests. Chapter one discusses the purpose, procedures, and potential problems of ten basic laboratory techniques and equipment. The next three chapters focus on measuring weights and volumes, and miscellaneous measurements including temperature, electrical properties, and pH. Final chapters deal with safety, record keeping, and principles of laboratory analysis. While intended for water or wastewater laboratory personnel, much of the information is applicable to other laboratory settings. Descriptors: Chemistry, College Science, Environmental Education, Environmental Technicians

Gallegos, Cecelia (1971). Adult Consumer Education. A Consumer Education course was held for parents of students who had previously taken the course. Classes , held for three hours on 14 Sundays, were attended by 12 mothers of students. The course included instruction in the following: clothing, food, family living, and housing, with consumer education stressed in all these areas. Students were rated after each class period using the following devices: Pupil Needs; Choice of Activity Leads to Meeting Pupil Needs; and Characteristic Traits Describing Individual's Progress. Evaluations were also made of Influence of Teacher on Students and Adult Education Progress Chart. The evaluation charts are provided.   [More]  Descriptors: Consumer Education, Day Programs, Evaluation Methods, Home Economics

Vucinich, Janet; And Others (1989). Ideabook on Critical Thinking for GED Instructors in Adult Basic Education. This handbook provides General Educational Development (GED) teachers with information on critical thinking and teaching ideas to support a commitment to the idea of critical thinking as an essential tool for adult basic education (ABE) students. The importance of critical thinking skills for GED students is emphasized. Sample questions from the GED preview book are followed by an analysis of the cognitive skills needed to answer each correctly. Critical thinking is then defined. Factors that affect critical thinking are identified, and implications for the classroom are discussed. The activities section begins with a discussion of questioning strategies that will encourage critical thinking. Teaching suggestions follow for building activities around commercially prepared materials and designing and using teacher-made activity sheets. Sample materials are provided. A critical thinking handout is followed by an eight-item bibliography. Descriptors: Adult Basic Education, Critical Thinking, High School Equivalency Programs, Instructional Materials

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Bibliography: New Mexico (page 229 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include George T. Prigmore, Chris Williams, Robert T. Divett, W. Wayne Jones, James A. Conway, Joseph M. Petrosko, William O. Wilson, Louis E. Saavedra, DARRELL S. WILLEY, and Philip L. Hosford.

Pettibone, Timothy J.; Solis, Enrique, Jr. (1973). Dental Health Care Models of Southwest Cultures. Final Report. The major goal of this research was the development and validation of cultural models of dental health practices. The specific objectives were to determine if 3 cultural groups (American Indians, Mexican Americans, and Anglo Americans) differ in the dental health hygiene indices, characteristics, psychological factors, or social factors; to develop explanatory models of dental health practices; and to cross validate the models. Two kinds of information were obtained–personal interviews and dental examinations. Data were collected during Spring 1972 for the first year phase and during Fall 1972 and Spring 1973 for the validation. The information was summarized and analyzed by descriptive statistics, analysis of variance, and path analysis. Six separate models were discussed and analyzed. It was found that similarities exist in the models developed across dimensions of ethnicity and residential groupings, and that financial factors and "symptomatic orientation toward dental care" were the greatest determinants of dental care behavior. Copies of the interview questionnaire and the dental examination form were included.   [More]  Descriptors: American Indians, Anglo Americans, Cross Cultural Studies, Cultural Influences

Divett, Robert T.; Jones, W. Wayne (1969). Report on the Total System Computer Program for Medical Libraries. The objective of this project was to develop an integrated computer program for the total operations of a medical library including acquisitions, cataloging, circulation, reference, a computer catalog, serials controls, and current awareness services. The report describes two systems approaches: the batch system and the terminal system. The batch system is a combination of manual and machine processing of the clerical functions of a library. This particular system involves functions in the acquisitions, cataloging and circulation departments. The terminal system is an on-line computer system with terminals, in each section of the library, including reference services and patron use. It is designed to cover the total operations of a library. After a general description of both systems the report lists the equipment needed and the estimated costs for both. Recommendations are given for sharing the system with several other medical libraries. Technical descriptions of the terminal system, including file organization and program structure, are presented in the report. The appendices show library forms (order forms, catalog cards, etc.), 2260 screen displays, and source listings. Descriptors: Computer Programs, Information Systems, Library Networks, Library Technical Processes

Prigmore, George T. (1969). Factors Influencing the Role of Supervisors of English. To determine the duties of English supervisors and the effect of certain organizational factors upon them, a questionnaire was sent to 702 English language arts supervisors in 50 states. Replies were received from 354. An interpretation of the data provided a profile of the average English supervisor, a description of his position and its requirements, and an analysis of his duties and the time allotted to each. Organizational factors were found to have a definite influence upon the role behavior of incumbent supervisors. It was indicated that the educational organization expects supervisors to focus on change and evaluation of the curriculum and classroom instruction rather than on such activities as demonstration teaching and lobbying. (Tables and charts detailing questionnaire results are provided.)   [More]  Descriptors: Administrative Organization, Elementary Education, English Departments, English Instruction

Wilson, William O.; Saavedra, Louis E. (1967). Checklist of Educational Specifications. This document presents procedures and checklists for the development of educational specifications for all phases of a school building program. Areas include–(1) program of the proposed school, (2) the community to be served, (3) the site, (4) the nature of the school project, (5) the architect, (6) relationships of areas of the building, (7) electrical systems, (8) mechanical systems, (9) maintenance and custodial facilities, and (10) instructional and non-instructional areas.   [More]  Descriptors: Educational Facilities Design, Educational Specifications, Facility Guidelines, Facility Requirements

Conway, James A.; Dettre, John R. (). An Exploratory Study of the Relationships of Belief Systems, Goals, and the Evaluation of College Undergraduates. Because some researchers have suggested that dogmatism, or open or closed mindedness, on the part of faculty and students influences the marks students receive, this study aimed to determine the extent to which a congruence of teachers' and students' beliefs and goals is reflected in grades. To guide the investigation, a number of questions were put forth relating to whether teachers tend to prejudge students on the basis of compatibility with their personal values. Conducted at the State University of NY at Buffalo, questionnaires were administered to 792 students pursuing a preparatory program to teach on the elementary and secondary level and 26 of their teachers. Rokeach's Dogmatism Scale and an adaptation of the life goals from Getzels and Jackson were used. At mid-semester, faculty also completed another questionnaire asking them to rank their students as above average, average, or below average without reference to grade books or other sources. The findings were first that open and closed minded students taught by open and closed minded teachers did not receive a significantly different grade distribution. Second, students who shared the same goals as their teachers received about the same distribution of grades as those whose goals differed. Third, when beliefs AND goals correspond, grades tended to show a certain pattern. Grade discrimination only seems to appear when beliefs and goals are considered together. Class ranking did not seem to be influenced by mutual agreement on goals. Evidence indicated that class participation may be a deciding factor affecting faculty evaluation of students.   [More]  Descriptors: Attitudes, Beliefs, Class Average, Evaluation

Rosenfeld, Lawrence B. (1973). An Investigation of Teachers' Stereotyping Behavior: The Influence of Mode of Presentation, Ethnicity, and Social Class on Teachers' Evaluations of Students. This study sought to answer two questions: Do teachers stereotype students of different ethnic and social class backgrounds when using actual classroom evaluative criteria? What are the relative effects of audio and visual cues in eliciting teachers' stereotypes? Stimulus materials portraying students from different ethnic and social class backgrounds were presented to teacher subjects via three modes: audio, visual and audiovisual. Teachers evaluated students using a semantic differential constructed from a random sample of public school teachers' criteria for student evaluation. A three-way analysis of variance for repeated measures was employed to test for any significant main effects for ethnicity, social class, and presentation mode and for possible interaction effects among these independent variables. The results of this study confirm results from previous studies (surveyed in this paper) which showed that teachers stereotype on the basis of ethnic and social class cues. They also confirm earlier findings that ethnic and social class cues are transmitted through both the audio and visual modes and that the audio mode provides more information for making judgments. The study extends previous findings to the classroom and confirms their applicability to teachers' evaluations of students on classroom criteria. (The final instrument used in the study appears among the appendices. A bibliography is included.)   [More]  Descriptors: Anglo Americans, Auditory Stimuli, Blacks, Mexican Americans

Little, James A., Ed. (1970). Answers. Prepared for parents of deaf children, the text is a compilation of papers and research prepared by both the deaf and hearing concerned with the deaf child. Articles by parents recounting personal experiences are featured. Papers by specialists and teachers dealing with such topics as the psychology of deaf education and total communication with the preschool deaf child, speech, speechreading and auditory training, and audiological aspects of deafness are addressed to the parent. Descriptors: Auditory Training, Communication Problems, Deafness, Early Childhood Education

WILLEY, DARRELL S. (1967). AN INTERDISCIPLINARY INSTITUTE FOR THE IN-SERVICE TRAINING OF TEACHERS AND OTHER SCHOOL PERSONNEL TO ACCELERATE THE SCHOOL ACCEPTANCE OF INDIAN, NEGRO, AND SPANISH-SPEAKING PUPILS OF THE SOUTHWEST. INTERIM REPORT NUMBER 3. THIS THIRD REPORT IN A SERIES OF FOUR IS CONCERNED WITH AN EXPLORATORY ASSESSMENT OF THE EDUCATIONAL OPPORTUNITY OFFERED BY SCHOOL SYSTEMS SERVING TWO MULTICULTURAL COMMUNITIES. ONE SYSTEM HAS A PUPIL POPULATION OF APPROXIMATELY 1,500 OF WHICH 85 PER CENT ARE ANGLO, 10 PER CENT ARE INDIAN, AND 5 PER CENT ARE SPANISH-AMERICAN. THE OTHER SYSTEM HAS A PUPIL POPULATION OF APPROXIMATELY 1,700, OF WHICH 40 PER CENT ARE ANGLO, 45 PER CENT ARE SPANISH-AMERICAN, AND 15 PER CENT ARE INDIAN. PUPIL PERFORMANCE WAS MEASURED BY EVALUATING ABILITY TESTS, ACHIEVEMENT TESTS, ASSIGNED GRADES, AND ATTENDANCE AS REPORTED IN THE CUMULATIVE RECORDS. THESE PERFORMANCE MEASURES ARE PRESENTED BY ETHNIC GROUPS AND BY GRADE GROUPS. NO CONCLUSIONS ARE REPORTED.   [More]  Descriptors: Ability, Academic Achievement, American Indians, Anglo Americans

New Mexico Univ., Albuquerque. American Indian Law Center. (1977). Training and Technical Assistance to Develop, Revise and Supplement Indian Tribal Codes and Court Procedures on Child Abuse and Neglect. Final Report. Chosen on the basis of geographic location, population, economic status, and land base size, 10 American Indian reservations received a 5-day training session and a 3-day follow-up session re: juvenile law as it pertains to child abuse and neglect. An American Indian Law Center staff attorney assisted by a law student conducted the training sessions which involved a combination of pre- and post-testing, lecture and discussion, slide presentations, extensive role playing, and use of a manual based on the Model Children's Code. The final day of the training session was devoted to instruction geared to the results of the post-test given on the fourth day. Each group was invited to decide the type of technical assistance the follow-up session would provide. Follow-up results varied from groups on the Rocky Boy's, Warm Springs, and Standing Rock reservations opting to write the first draft of a new juvenile code for their tribes to Fort Berthold's initiation of a new group called the Family Service Team whose objectives included providing counseling to children and parents on family problems, assisting police and social welfare personnel in securing crisis shelter placement, providing educational services, reporting suspected abuse and neglect, and preparing a resource directory. Evaluation of the training sessions suggested the 5 days should be changed to 3, the role playing was invaluable, the follow-up requires 2 trainers, and there should be additional training geared to specific groups (e.g., judges). Descriptors: American Indian Reservations, American Indians, Child Abuse, Child Neglect

New Mexico Univ., Albuquerque. American Indian Law Center. (1976). Model Children's Code. The Model Children's Code was developed to provide a legally correct model code that American Indian tribes can use to enact children's codes that fulfill their legal, cultural and economic needs. Code sections cover the court system, jurisdiction, juvenile offender procedures, minor-in-need-of-care, and termination. Almost every Code section is supplemented with a commentary. Each comment section is divided into three subsections: law–reviews laws arising under the Indian Civil Rights Act that must be complied with by every tribe and cannot be omitted from the Code; purpose–reviews the section content and reasons for inclusion, and gives assistance in proper interpretation; and cross-reference–refers the reader to other Code sections that provide helpful information. Comment sections entitled "Law in State and Federal Courts" include only the law that is legally binding on state and Federal courts; "the law is not legally binding on tribal courts". These should not be confused with cases arising under the Indian Civil Rights Act which "are binding on tribal courts". Topics covered include: establishment, powers, duties, and authority of courts; children's court counselor, presenting officer, and guardian ad litem; original jurisdiction; transfer to adult tribal court; complaints, warrants, and custody; detention and shelter care; preliminary inquiry; investigation by the children's court counselor; the various hearings; pre-termination report and other reports. Descriptors: American Indians, Child Advocacy, Civil Liberties, Codification

Salas, Jean, Comp. (1973). Flander's System of Interaction: What Is It? Methods for the Teacher to Study His Teaching Behavior in Terms of the Behavioral Objectives He Has Established for Himself. This document presents in graphic form a system of interaction analysis, in which methods are presented for the teacher to study his teaching behavior in terms of the behavioral objectives he has established for himself. A summary of categories of interaction analysis is provided, which are labeled as indirect and direct influence. The former includes a teacher's acceptance of feelings, teacher's praise or encouragement, acceptance or use of students' ideas, and teacher's use of questions. The latter involves lectures, teacher's use of directions, criticism or justification of teacher authority, student-talk (response and initiation), and silence or confusion. Charts for plotting classroom interaction with examples used to illustrate student talk following teacher talk and teacher talk consisting of lectures are provided. Among areas identified to differentiate types of teacher response are: indirect teacher talk, direct teacher talk, student talk, silence or confusion, acceptance of feelings, offering praise, using student ideas, giving criticism, lengthy student responses, and teacher responding to termination of student talk with direct influence. That there is no single standard of what is best in assessing interaction is stressed.   [More]  Descriptors: Behavior Change, Behavior Patterns, Behavioral Objectives, Change Strategies

Hosford, Philip L.; Schroder, Angela (1974). Southwestern Leadership Conference on Performance-Based Education. The following objectives for the conference are indicated: a) to assist interested leaders from all educational levels and agencies to learn more about performance-based education (PBE) strategy: its nature, promise, and problems and its implications for preservice and in-service educational personnel development; b) to assist leaders from all levels to develop more effective ways to collaborate on designing and implementing PBE programs; and c) to assist operators of PBE or PBTE (performance-based teacher education) programs to upgrade the quality of their programs, particularly in the areas of management, research, and assessment. There are two major sections: "What was Said and Recommended" is a series of selected quotes from the participants of the conference and "The Meaning of It All" is a subjective commentary of the status and future of PBE. Also presented is a brief history of the development, rationale, and funding of the conference. Descriptors: Competency Based Teacher Education, Conferences, Educational Trends, Opinions

Williams, Chris (1973). Theatre Training Overseas. The booklet is a reference for those interested in theatrical training programs in other nations. It presents details about the history and philosophy, courses, working conditions, financing, repertory, and so on, of sixteen professional theatre schools or academies in nine nations: England, France, Italy, Sweden, West Germany, East Germany, Poland, Russia, and Japan. Extensive curricular content is specified for the Central School of Speech and Drama and the London Academy of Music and Dramatic Art (England), the Max Reinhart School (East Berlin), the State Higher School of the Theatre (Warsaw), and the Lunacharsky State Institute of Theatrical Art (Moscow).   [More]  Descriptors: Course Content, Dramatics, Educational Programs, International Programs

Williams, Richard P. (1968). Bibliography for Teaching Reading in the Secondary School. Included in this bibliography are books, monographs, dissertations, and journal articles of interest to secondary teachers concerned with reading instruction. The materials included in the 955 citations cover a period of publication from 1903 to 1967. Entries are divided into the following categories: (1) critical reading skills, (2) comprehension reading skills, (3) rate building skills, (4) functional reading skills, (5) word analysis skills, (6) appreciation skills, (7) reading in the content areas, (8) instructional materials and methods, (9) reading programs, (10) linguistics and the reading program, and (11) individualized programs. Subdivisions are made within the categories.   [More]  Descriptors: Bibliographies, Content Area Reading, Critical Reading, Functional Reading

Pettibone, Timothy J.; Petrosko, Joseph M. (1970). A Comparative Approach to Teaching World Cultures. An experiment was performed to test the effectiveness of a comparative approach of teaching world cultures to secondary school students. With the comparative approach, cross-cultural comparisons are employed rather than the traditional presentation of one culture at a time. It was hypothesized that students receiving a comparative curriculum would perform better than conventionally taught students on two indices. As expected, comparative students did perform significantly better on a test of course content. However, no effect upon cultural openmindedness of students occurred as a result of a comparative approach. Discussion centered on practical problems of implementing an innovative world cultures curriculum.   [More]  Descriptors: Area Studies, Comparative Analysis, Cross Cultural Studies, Cultural Awareness

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Bibliography: New Mexico (page 228 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Federico M. Carrillo, Margie Kitano, Darwin P. Hunt, Richard F. Tonigan, Ida S. Carrillo, Douglas W. Clark, Van Dorn Hooker, Las Cruces. Dept. of English. New Mexico State Univ., Neva N. Harden, and Vera Norwood.

Carrillo, Ida S.; Carrillo, Federico M. (1984). Meeting the Needs of Limited English Proficient Students…And What about the CDE Student? Program Design Considerations for English Language Development. A guide to designing programs in English language arts for limited English proficient (LEP) students is intended for school districts to use in developing their own program manuals based on locally relevant needs. An introductory section gives background for LEP program development, and subsequent sections outline (1) identification procedures for LEP students, (2) criteria for student classification as LEP, (3) characteristics of Category C, D, and E LEP students (the categories referring to specific proficiency levels), (4) program placement of C, D, and E LEP students, (5) skills to be developed, (6) English language development through the basal readers (including the three R's and six steps for English language arts), and (7) English language development through the content areas (including lesson design, sample activities, a worksheet for lesson development, and sample lessons for grade 1 math, secondary level science/math, and science at all levels). It is recommended that teacher training plans be developed after a needs assessment is completed in each district, and records be kept by each district and teacher to assure a coordinated inservice training program. It is also suggested that staff development be divided into five major segments: basic training for new teachers, professional growth for experienced teachers, professional growth for other instructional staff members, informational growth for administrators, and training of master teachers to serve as district teacher trainers. Descriptors: Bilingual Students, Class Activities, Classroom Techniques, English (Second Language)

Hunt, Darwin P. (1980). Effects of Human Self-Assessment Responding on Learning. A conceptual framework of a process by which persons assess and express levels of sureness in the correctness of responses which they anticipate making–or having already made but not yet received knowledge of results–is proposed. It is hypothesized that the rate at which a person's behavior is modified by knowledge of results is affected by the covert and overt sureness associated with the execution of responses which are being learned. Data are presented which show that acquisition in a paired-associates learning task may be enhanced by the concomitant performance of a self-assessment (SA) task. Acquisition is more rapid and the self-assessments regarding levels of sureness are more accurate if the response to-be-learned is executed before the SA response rather than after it.  Learning involved a decrease in the proportion of unsure-wrong responses and an increase in the sure-correct responses, with little change in the proportion of sure-wrong and unsure-correct responses. Based upon an analysis of the relation between the sureness/correctness of the responses and the speed with which responses are executed, it is suggested that the process and/or factors involved in determining the correctness of a response may be different from those involved in determining its sureness. Descriptors: Adults, Confidence Testing, Learning Processes, Military Training

New Mexico State Univ., Las Cruces. Dept. of English. (1992). The Write Stuff: Memos and Short Reports. An Offering of Step Ahead: A Partnership for Improved Health Care Communication. This basic course in writing developed especially for hospital employees is designed to be taught onsite and to complement a hospital's other training and staff development efforts. The topical focus is workplace communication. The course is designed as a 16-hour course, with eight 2-hour sessions. The curriculum guide consists of a list of course goals, list of homework assignments, and informational materials, activities, and exercises for these eight sessions: good writing; audience and purpose; the writing process: overview; the writing process: planning and drafting; the writing process: reviewing; the writing process: revising and editing; writing under pressure; and wrap-up. These readings are provided: Good Writing on the Job; A Model of the Writing Process; Writing Memos and Short Reports; Sample Memos; Tuition Reimbursement Policy; and Performance Appraisal. The teacher's guide explains the philosophy of the course. It lists course goals (including participant role, instructor role, and evaluation) and offers sample lesson plans. Each lesson plan has a brief narrative description of class activities and goals and a time plan. The teacher's guide also describes how teachers can adapt the course to make it more work-related and more responsive to different audiences. Suggestions for recordkeeping conclude the guide.   [More]  Descriptors: Adult Basic Education, Adult Literacy, Allied Health Occupations Education, Curriculum Guides

Harden, Neva N. (1986). Starting Out…A Job-Finding Handbook for Teen Parents. This practical guide is designed to provide teen parents with skills that will prepare them for the working world. The first section on job skills focuses on the steps in the job-finding and keeping process. It covers job interests, job search, social security, writing a resume, resources, job-finding tools, job interviews, application forms, W-4 forms, good work habits, summer jobs, and odd jobs for extra money. The second section addresses managing the future. It provides information on getting an education, checking accounts, money management and budgeting, housing and utilities, and day care. A resource directory is appended.   [More]  Descriptors: Adolescents, Budgeting, Day Care, Early Parenthood

New Mexico State Univ., Las Cruces. Dept. of English. (1993). Effective Presentations: Communicating in Health Care Settings. An Offering of Step Ahead: A Partnership for Improved Health Care Communication. This course in giving presentations developed especially for hospital employees is designed to be taught onsite and to complement a hospital's other training and staff development efforts. The topical focus is workplace communication. It is designed as an 8-hour course, with four 2-hour sessions. The curriculum guide consists of a list of course goals and informational materials, activities, and exercises for four sessions: good presentations, planning the presentation, polishing the presentation, and actual presentations. The teacher's guide explains the philosophy of the course. It lists course goals (including participant role, instructor role, and evaluation) and offers sample lesson plans. Each lesson plan has a brief narrative description of class activities and goals and a time plan. Each plan assumes a 2-hour class session and team teaching. The teacher's guide also describes how teachers can adapt the course to make it more work-related and more responsive to different audiences. Suggestions for recordkeeping conclude the guide.   [More]  Descriptors: Adult Basic Education, Adult Literacy, Allied Health Occupations Education, Curriculum Guides

Kitano, Margie; And Others (1983). Heuristic Methods for the Mildly Handicapped: Research Report and Manual for Teaching Language Arts and Reading. Final Report. The report discusses the nature and effectiveness, with mildly handicapped students, of the heuristic approach, an alternative to the behavioral technique that promotes opportunities for the child to explore materials and take an active role in problem solving. Theoretical support for the approach is cited for use with learning disabled and mildly retarded students. Two studies are reported, involving learning disabled and educable mentally handicapped elementary students. Findings support the use of heuristic methods as an alternative approach in language arts instruction for mildly handicapped students. The heuristic method is seen as one way to broaden the repertoire of special education teachers. Approximately one-half of the document is composed of heuristic lessons keyed to objectives in the Brigance Diagnostic Inventory of Basic Skills for the following areas (sample subtopics in parentheses): reading readiness skills (letter recognition, knowledge of body parts); word recognition (sight words, abbreviations, contractions, common signs); word analysis (initial consonant sounds, rhyming words); oral reading and comprehension; and language arts (capitalization, punctuation, spelling).   [More]  Descriptors: Educational Games, Elementary Secondary Education, Grammar, Heuristics

New Mexico State Univ., Las Cruces. Dept. of English. (1992). Straight Talk: Communicating in Health Care Settings. An Offering of Step Ahead: A Partnership for Improved Health Care Communication. This basic course in oral communication developed especially for hospital employees is designed to be taught onsite and to complement a hospital's other training and staff development efforts. The topical focus is workplace communication. The course is designed as a 16-hour course, with eight 2-hour sessions. The curriculum guide consists of a list of course goals, list of homework assignment, and informational materials, activities, and exercises for these eight sessions: good communication; how to communicate well; listening: empathy and paraphrase; listening: clarifying and moving on; how to discuss; coping with criticism; how to act; and review and course evaluation. A reading on communicating in health care settings is provided. The teacher's guide explains the philosophy of the course. It lists course goals, (including participant role, instructor role, and evaluation) and offers sample lesson plans. Each lesson plan has a brief narrative description of class activities and goals and a time plan. The teacher's guide also describes how teachers can adapt the course to make it more work-related and more responsive to different audiences. Suggestions for recordkeeping conclude the guide.   [More]  Descriptors: Adult Basic Education, Adult Literacy, Allied Health Occupations Education, Communication Skills

Tonigan, Richard F., Ed. (1980). Small Schools Bibliography. The more than 220 books, monographs, and articles listed in Sections I and II of this bibliography pertain to small schools and small school districts (generally, districts enrolling under 2,500 students), and the 54 school-community analysis publications listed in Section III pertain to any size school-community situation; all references are pertinent to developing more knowledge about the small schools and the communities in which they are located. Publication dates of the materials range from 1916 through 1980, with the majority occurring in the 1970's. Designed as a reference document for small school administrators and researchers, this bibliography identifies numerous recent efforts to programmatically improve education in small and rural schools. Many of these publications are out of print, but out-of-print listings might be available on inter-library loan, from educational research services, e.g., ERIC (publications with reference numbers such as "ED 030282"), or from educator training institutions. Descriptors: Agricultural Education, Community Study, Elementary Secondary Education, Improvement Programs

Williamson, Leon E. (1979). Language: Its Role in Cognitive Development and the Freedom of Man. The language-based education of the nineteenth and twentieth centuries has proved more productive than the earlier apprentice learning since it offers cognitive development. The first priority of a modern curriculum should be such cognitive development, and language remains the most suitable tool for this purpose. Politically, the full enjoyment of freedom requires literacy; this is evidenced by the fact that the black population in the United States has made its best social progress when its greater linguistic sophistication enabled it to respond to such leaders as Martin Luther King, Jr., and Jesse Jackson. The contemporary tendency to condescend to students by restricting them to vocational education and by reducing the requirements of linguistic competence stymies their cognitive development and bars them from full democratic participation. Descriptors: Cognitive Development, Educational Philosophy, Educational Policy, Educational Research

New Mexico State Univ., Las Cruces. Dept. of English. (1993). Effective Performance Appraisals: Communicating in Health Care Settings. An Offering of Step Ahead: A Partnership for Improved Health Care Communication. This course in supervisory performance appraisal skills developed especially for hospital employees is designed to be taught onsite and to complement a hospital's other training and staff development efforts. The topical focus is workplace communication. The course is designed as a 6-hour workshop with two 3-hour sessions or one long session. The curriculum guide consists of a list of course goals, appraisal scenarios, and informational materials, activities, and exercises for six topics: understanding the purposes for appraisal; understanding the appraisal process; establishing goals and objectives; needs, motivation, and feedback; appraisal problems; and appraisals: putting it all together. The teacher's guide explains the philosophy of the course. It lists course goals (including participant role, instructor role, and evaluation) and offers sample lesson plans. Each lesson plan has a brief narrative description of class activities and goals and a time plan. Each plan assumes a 3-hour class session and team-teaching. The teacher's guide also describes how teachers can adapt the course to make it more work-related and more responsive to different audiences. Suggestions for recordkeeping conclude the guide.   [More]  Descriptors: Adult Basic Education, Adult Literacy, Allied Health Occupations Education, Communication Skills

New Mexico State Univ., Las Cruces. Dept. of English. (1991). Reading and Study Skills. An Offering of Step Ahead: A Partnership for Improved Health Care Communication. This course in reading and study skills developed especially for hospital employees is intended to be taught onsite and to complement a hospital's other training and staff development efforts. It is designed to help adults who want to go back to college to get advanced vocational or technical training. It consists of a list of course goals, outline of assignments, and instructional materials, activities, and exercises on five topics. The topics are as follows: an introduction discussing attitude, goals, and commitment; becoming a better student; reading skills; listening skills and classroom notes; and test-taking skills.   [More]  Descriptors: Adult Basic Education, Advance Organizers, Allied Health Occupations Education, Curriculum Guides

Hooker, Van Dorn; And Others (1983). Santa Fe Community College Facilities Space Needs Study. Results are presented from a study conducted to assess the space needed for educational programs at Santa Fe Community College (SFCC). Introductory material presents a background to the establishment of SFCC following a 1983 voter referendum; outlines SFCC's mission and goals; and highlights the college's institutional organization. The following sections present a profile of the area to be served by SFCC and a projection of college enrollments. Next, SFCC's educational program areas and their objectives are presented, including pre-baccalaureate, career, developmental, community services, cultural enrichment, and student services programs. Then, estimates are provided of instructional space needs and utilization based on computer projections of space requirements for 1990 and 2000. Next, a detailed space analysis for SFCC facilities is presented, which includes guidelines relating to design and construction, detailed space specifications for proposed functional areas, and criteria applicable to each area. The following sections present criteria and requirements for the location of the SFCC campus, costs and methods of financing the construction of the college, and prospects for future expansion. Appendices include a list of occupational programs, demographic data for Santa Fe, and comments from the SFCC Board. Descriptors: Building Plans, Community Colleges, Design Requirements, Educational Planning

New Mexico State Univ., Las Cruces. Dept. of English. (1992). Communication for Supervisors. An Offering of Step Ahead: A Partnership for Improved Health Care Communication. This course in supervisory and communication skills developed especially for hospital employees is designed to be taught onsite and to complement a hospital's other training and staff development efforts. The topical focus is workplace communication. It is designed as a 16-hour course, with two 8-hour sessions. The curriculum guide consists of a list of course goals, list of homework assignment, and informational materials, activities, and exercises for these topics: good communication–different styles; the basics of supervision; the basics of communication; writing; reading; listening; speaking; and practical applications: using the basics. The following readings are attached: Communication in a Healthcare Setting, Listening Isn't Easy, Writing on the Job, A Model of the Writing Process, Writing Memos and Short Reports, Sample Performance Evaluation, and Communication Log. The teacher's guide explains the philosophy of the course. It lists course goals (including participant role, instructor role, and evaluation) and offers sample lesson plans. Each lesson plan has a brief narrative description of class activities and goals and a time plan. The teacher's guide also describes how teachers can adapt the course to make it more work-related and more responsive to different audiences. Suggestions for recordkeeping conclude the guide.   [More]  Descriptors: Adult Basic Education, Adult Literacy, Allied Health Occupations Education, Communication Skills

Clark, Douglas W. (1985). Microbiological Skills for Water and Wastewater Analysis. Report No. M16. This six-chapter handbook is concerned with the proper care and maintenance of microorganisms recovered from water and wastewater samples. These microorganisms must be cultured and identified to determine not only what kinds of cells were present in the original sample, but also what concentrations they appeared in. The skills covered are basic to all aquatic microbiological analyses. Specific tests are not described since they are available elsewhere. The purpose is to provide a firm grounding in the proper and safe use of microbiological equipment and procedures, while at the same time encouraging analysts to recognize that a sense of fun can be an inherent part of their work. Major topic areas addressed in the six chapters are: (1) equipment and supplies; (2) media and reagents; (3) working with microorganisms; (4) membrane filtration; (5) quality assurance; and (6) laboratory safety. An appendix provides an introduction to the major groups of waterborne microorganisms. Descriptors: Culturing Techniques, Laboratory Procedures, Microbiology, Postsecondary Education

Norwood, Vera (1979). How Women Find Jobs: A Guide for Workshop Leaders. This guide provides administration and teaching materials for use in organizing and conducting workshops intended to provide job-finding techniques and emotional support for women entering and re-entering the work force. Suggestions are made for assessing the employment situation in the community, the workshop, and finding potential students. Major activities included focus on identifying job skills and assessing job readiness, writing a resume, applying for a job, interviewing, and coping with both work and home life. Each of ten chapters deal with a specific workshop topic; each chapter contains an overview of the subject matter for the instructor, activities to enhance preworkshop preparation, and suggested workshop activities, including time and materials needed and suggested approaches to each topic. A Spanish translation of each activity is also included. Appended are model lesson plans, information on financial aid, and a Spanish/English glossary. Descriptors: Adults, Career Education, Displaced Homemakers, Employment Opportunities

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Bibliography: New Mexico (page 227 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Robert A. Klein, Edgar M. Kugler, Melinda R. Smith, MARION GILBERT ASHCRAFT, David A. Sachs, James Kari, Bernard Spolsky, Joel E. Greene, Bruce R. Kohl, and Stephany S. Wilson.

New Mexico Univ., Albuquerque. Navajo Reading Study. (1974). Training Teachers On-Site: The Spring Semester 1974 at Sanostee and Toadlena. Navajo Reading Study Progress Report No. 25. During the 1974 spring semester, the Sanostee-Toadlena Title VII Bilingual Education Project focused on "how and what to teach Navajo children". The on-site program included courses in human and growth development, classroom learning, production of materials, social studies, science methods, mathematics methods, developmental reading, and creative English. Trainees participated in class work with university professors and classroom and micro-teaching experiences in the two schools. Although the five professors presented various ideas of how to work with children, they basically focused on how children can best learn in school. The professors helped the trainees to: produce their own thinking and creative ideas in Navajo and English; see the value of a diagnostic approach to language acquisition and the need for greater word attack skills; examine and evaluate their own value system and to try to figure out what and how they wanted Navajo children to learn; and integrate the curriculum using social studies, science, and math. This report contains descriptions of the experience of those who taught at Sanostee and Toadlena during the semester. Virtually unedited, the various accounts give details thought to be significant by the professor. Also included are samples of the students' creative writing and their evaluations of the creative English class.   [More]  Descriptors: American Indian Reservations, American Indians, Bilingual Education, Creativity

Pleyte, Parrie S.; Kohl, Bruce R. (1972). Revenue and Expenditure Projections for the Albuquerque Public Schools. Final Report. This report is part of a 10-city national study of revenues and expenditures shared by a local government. The purpose of the study is to project operating revenues and expenditures of the Albuquerque public schools through 1975. The revenue projection includes all sources and uses various methods for estimating Federal, State, and local revenue. The expenditure estimate is based on (1) what is going to happen to average daily school membership, (2) to what extent the prices of educational goods and services will increase, and (3) how much it will cost to maintain the previous rate of quality improvement in the public schools. Descriptors: Budgets, Cost Estimates, Costs, Educational Finance

Smith, Melinda R., Ed.; And Others (1982). Law in U.S. History: A Teacher Resource Manual. By completing these self-contained, supplementary activities, secondary students will learn about important law-related issues and themes in American history. When students recognize the vital constitutional issues of different periods in history they are helped in understanding the social, political, and economic forces which shaped those periods. The activities are grouped into four sections roughly corresponding to the chronological periods of most U.S. history courses: Colonial Period through the Revolution; Growth of a New Nation; Civil War through Industrialization; and the Modern Era. Examples of activity topics include the Salem witch trials, freedom of the press in colonial America, colonial opinion on the eve of the Revolution, the Constitution, the Bill of Rights, slavery, labor recognition, child labor, the Supreme Court, Pentagon Papers, Watergate, and voting rights. Teaching methods include opinion polls/surveys, role plays, simulations, case studies, and mock trials. Each activity presents a description, lists objectives, recommends time allocations, and explains the procedures for using it.   [More]  Descriptors: Child Labor, Civil War (United States), Colonial History (United States), Constitutional Law

Greene, Joel E. (1965). Psycho-Social Adjustment in an Indian Boarding School, September 1, 1964 – August 31, 1965. Progress Report. The present short narrative report is a sequel to the more extensive introductory progress report of 1963-1964 (RC 003 073). Emphasis is placed on the increased number of case referrals and on better communication channels evidenced within the program. The inservice program with the dormitory counselors is shown to have been successful but greatly dependent on the personnel involved. Evaluation and research efforts are indicated and explanations of further efforts in this area are reported.   [More]  Descriptors: Adjustment Counselors, Adjustment (to Environment), Agency Cooperation, American Indians

Koehne, Fred W.; Wilson, Stephany S. (1972). Albuquerque Police Department, Race and Cultural Relations Training: Evaluation Report. Seminars conducted for 90 officers were evaluated by personal observation of the seminars in progress and by a comparison of seminar participants and nonparticipants. The evaluation revealed that the initial strong impact of the seminars tended to dissipate rather quickly over time. Other major findings were that seminar participants tended to perceive greater negativism, hostility, and dissatisfaction toward police among minority groups and other segments of the community and appeared more attuned to socioeconomic factors affecting the city's crime problems. Descriptors: Attitudes, Crime, Cultural Awareness, Cultural Influences

Klein, Robert A. (1973). Cognitive Growth in Young Children: Some Theoretical Implications Pertaining to Identity, Language and Memory. Language as an identifiable cognitive behavior must be studied in relation to identity and memory, all of whose structures undergo progressive changes as the child develops. The organization of the development of the organism depends upon relatively ordered structures of growth, following foreseeable pathways or creodes. The processes occurring within each creode, however, are susceptible to certain environmental modifications. Current research indicates that the acquisition of language parallels the development of identity and renders it meaningful. Research has shown that the style of reasoning used by a child is very much related to the language used and that a close relationship exists between the structure of a term and the developmental stages of seriation. Cognitive operations never exist in isolation; the acquisition of one enhances or potentiates the acquisition of another. Research has shown that the development of the memory schema lies within the developmental confines of identity and language. It is only under the circumstances of the changed and changing schema that memory becomes not more accurate but more in concert with the other same-level cognitions and modalities of thinking. The observation of qualitative differences of behavior at different chronological levels establishes memory as possessing the structure(s) through which identity is assimilated and language accommodated. Memory, and its manifestation via increasingly accurate reproduction of the original stimulus, is an integrative and integrated factor in cognitive growth.    [More]  Descriptors: Abstract Reasoning, Child Development, Cognitive Development, Language Acquisition

Kari, James; Spolsky, Bernard (1973). Trends in the Study of Athapaskan Language Maintenance and Bilingualism. Navajo Reading Study Progress Report No. 21. This report discusses trends in the study of Athapaskan, concentrating on language maintenance and bilingualism. It presents both the potential richness and the actual poverty of studies of sociolinguistic aspects of the Athapaskan languages. Noted are two trends–(1) There is a greater interest among linguists in the studies of language in use: studies of context, of diversity, and of the sociological aspects of language which are no longer considered uninteresting; and (2) There is evidence of an increasing sense of responsibility toward the speakers of American Indian languages. The report anticipates rapid advances in the study of Athapaskan language maintenance and bilingualism.   [More]  Descriptors: American Indian Languages, Bilingual Education, Bilingualism, Language Enrichment

Kugler, Edgar M. (). A Survey of Career Aspirations for Secondary School Students. Prior to the implementation of a career education program, a career aspirations survey was conducted in one New Mexican community. The sample population included first and second generation Mexican-American secondary school students. A six-item questionnaire was administered to 720 students from one junior and one senior high school. The results were categorized according to 15 occupational clusters. A composite of all six grade levels showed the most desired careers seem to be in the areas of health, business and office, public service, environment, and communications and media. Upper grade students were more specific about careers. The largest number of students undecided about a career are in the 12th grade and the smallest in the 7th grade. It appears that a large portion of the student population is not prepared to step into a career at graduation. In this community of relatively low economic status, the apparent need for a practical, realistic career education program is evident. Tables display the distribution of desired careers according to grade level, and the six-item questionnaire is appended.   [More]  Descriptors: Career Choice, Career Education, Economically Disadvantaged, Junior High Schools

Collier, Nina P.; And Others (1970). Guide to Performing Arts Programs in Elementary and Secondary Schools. Final Report. Artist-teachers, administrators, and other educators will find the elementary and secondary guidelines useful in formulating the objectives and methods of teaching the performing arts. The underlying assumption is that providing children with opportunities to observe, listen, and react to exciting performances leads to educational experiences, both affective and cognitive, which are of inestimable value. Three major parts emphasize the necessity for cooperation among educators, artists, administrators, and parents. Part one explains the principles, objectives, and philosophy of the programs and, further, offers some effects and evaluation of the theatre arts programs. Outstanding examples of selected programs are described in Part II. Although the emphasis is on music programs, other topics dealt with are drama, dance, pantomime, poetry, and puppetry. In Part III, practical suggestions are provided for implementing and using performing arts programs in the school. Information is given on how to design and build programs and on the role of school personnel and the school itself. Appendices include chapter supplements, sources, and selected bibliographies.   [More]  Descriptors: Affective Objectives, Cognitive Objectives, Dance, Drama

Taylor, Anne, Ed.; Muhlberger, Joe, Ed. (1998). Architecture and Children: Learning Environments and Design Education, MASS Magazine. This issue addresses (1) growing international interest in learning environments and their effects on behavior, and (2) design education, an integrated model for visual-spatial lifelong learning. It focuses on this new and emerging integrated field which integrates elements in education, new learning environment design, and the use of more two- and three-dimensional visual thinking as mainstream educational practices. Following an editorial introduction, the issue's articles are: (1) "Technology and Education" (George Lucas); (2) "Learning Is Being Alive" (Rina Swentzel); (3) "E Pluribus Unum: The New American Community School" (Steven Bingler); (4) "Environments for Children" (Dolf Schnebli); (5) "Beauty, Morality, Sunshine and Freedom" (George Anselevicius); (6) "A Case History of a Community School in Sendai, Japan" (Hiroko Hosoda); (7) "Lessons in High School Planning and Design" (C. William Brubaker); (8) "Ecology and Community" (Fritjof Capra); (9) "The Role of Designers in Design and Education" (Peter Edward Lowe and Phillip I. Nobel); and (10) "Physical Environments Do Affect Learning and Behavior of Students" (Anne Taylor). (Contains 23 references and a list of resources for learning environment design.) Descriptors: Architecture, Building Design, Building Innovation, Classroom Environment

Sachs, David A.; And Others (1971). Strengthening the Visual Perception of Deaf Children. Final Report. Learning sets programs were administered to preschool deaf children from a variety of representative educational programs throughout the southwest to improve their visual perception skills. The concept of learning sets was described as progression from trial-and-error learning to immediate problem solving by insight. The project consisted of six 1-year phases. Documentation of deficits in visual perception of preschool deaf children occurred during the initial phase. Phases II through V comprised the development of a treatment program for strengthening visual perception by problem solving and free play. Problem solving involved the child's discriminating commonalities and differences within stimulus sets to earn reinforcement. Free play included the child's exposure to eye-hand coordination toys in a free play setting. Phase VI featured identification of variables, compilation of descriptive data, statistical and test consultation, and data analysis. Main independent measures were five subtests of the Frostig Developmental Test of Visual Perception and the four subtests from the Illinois Test of Psycholinguistic Abilities. The study's important finding was the statistically significant increment in visual perception skills of the problem solving group relative to the control group as assessed by performance on the Frostig.   [More]  Descriptors: Exceptional Child Research, Hearing Impairments, Learning Processes, Preschool Children

ASHCRAFT, MARION GILBERT (1967). AN ANALYSIS OF THE EFFECT OF THE HIGH SCHOOL CURRICULUM UPON COLLEGE ACHIEVEMENT. THE PRINCIPAL OBJECTIVE OF THIS STUDY WAS TO DETERMINE THE EFFECTS OF 2 DIFFERENT HIGH SCHOOL CURRICULUMS, COLLEGE PREPARATORY AND NONCOLLEGE PREPARATORY, ON COLLEGE ACHIEVEMENT. HIGH SCHOOL TRANSCRIPTS OF 906 ENTERING FRESHMEN, RANKED ON THE BASIS OF THE PERCENTAGE OF COLLEGE PREPARATORY COURSES INCLUDED, WERE DIVIDED AT THE FIRST AND THIRD QUARTILES. GROUP A INCLUDED 228 TRANSCRIPTS WHICH INDICATED AT LEAST 73 PERCENT COLLEGE PREPARATORY COURSES AND GROUP B INCLUDED 226 WHICH INDICATED LESS THAN 59 PERCENT OF SUCH COURSES. COLLEGE GRADE POINT AVERAGES WERE ANALYZED FOR COMBINED AND FOR SEPARATED MALE AND FEMALE SAMPLES FOR EIGHT CONSECUTIVE SEMESTERS OF COLLEGE WITH THE AMERICAN COLLEGE TEST COMPOSITE SCORE AS THE STATISTICAL CONTROL OF ABILITY. ON THE BASIS OF THIS SCORE, GROUP A EXCELLED GROUP B, BUT WHEN SCORES WERE ADJUSTED TO A COMMON MEAN, NO SIGNIFICANT DIFFERENCE EXISTED FOR ACHIEVEMENT, THE COLLEGE ENTERED, OR SEX. AN ANALYSIS OF VARIANCE OF COLLEGE GRADE POINT AVERAGE ON MALE AND FEMALE SUBSAMPLES SHOWED THAT SIGNIFICANT DIFFERENCES OF ABILITY EXISTED BETWEEN THE TWO GROUPS BUT ACHIEVEMENT WAS NOT SIGNIFICANTLY DIFFERENT FOR THE LAST SIX SEMESTERS. THE DATA TENDED TO INDICATE THAT THE HIGH SCHOOL CURRICULUM WAS NOT HIGHLY CRITICAL BUT THAT GENERAL INTELLIGENCE AND NONINTELLECTIVE FACTORS WERE MORE DECISIVE TO COLLEGE ACHIEVEMENT. THE DATA COLLECTION INSTRUMENT, TABULAR DATA, AND A BIBLIOGRAPHY ARE INCLUDED.   [More]  Descriptors: Academic Achievement, College Preparation, College Students, Comparative Analysis

O'Conlin, Michaele (1992). TALKit. Teaching Adult Learners Kit. Professional Development Activities for Teachers of Adult Learners. This Teaching Adult Learners Kit (TALKit) is an inservice "cafeteria" that offers many choices to the workshop planner/facilitator. The core of the kit is a series of structured workshop activities designed to help teachers build a teaching foundation–a working philosophy for adult education. Activities focus on three areas: the philosophy of teaching and learning, understanding adult learners, and effective teaching of adults. The workshop activities are all interactive, hands-on learning experiences. Introductory materials discuss the role of the facilitator and include a chart that describes each activity and areas of focus and annotated listing of videotape resources. Each of the 10 activities has some or all of these components: introduction, purpose, materials list, preparation, organization, time, numbers, followup, transparency masters, handouts, and supplementary materials. Activities are as follows: "drawing" conclusions about teaching adults; nothing personal, but…; speak out on learning; straight talk; TALK about adult learners; teachers make it work; thumbs up, thumbs down; when I teach I…; words of wisdom; and worth a thousand words. Followup options are included for teachers who want more information, a deeper experience, or resources to help them prepare a personal professional development plan. Appendixes include sample inservice programs and masters for producing a teacher journal.   [More]  Descriptors: Adult Basic Education, Adult Educators, Adult Learning, Adult Students

Willey, Darrell S. (1966). Interim Report for an Interdisciplinary Institute for In-Service Training of Teachers and Other School Personnel to Accelerate the School Acceptance of Indian, Negro, and Spanish-Speaking Pupils from the Southwest. This report of an Institute for inservice training of teachers and other school personnel to accelerate the acceptance of Indian, Negro, and Spanish-speaking pupils in the Southwest involved 40 participants consisting of elementary and secondary teachers and principals, special education teachers, and guidance personnel selected from 35 schools within 23 school systems in five states. Major objectives were: (1) to provide educators with an insight into the social, cultural, political, and economic factors affecting the efficiency of educational programs in operation in multicultural Southwestern communities; and, (2) to develop the ability to analyze and create educational programs better suited for schools with significant numbers of minority group students. The Institute consisted of five series of lectures and small group seminars on various cultures and their respective histories, as well as field experience involving a school-community survey. The report concludes that the second major objective must await assessment until the impact of the Institute on local schools can be described. An interim evaluation of the first objective is held to be promising. Other evidence cited is considered to indicate that the Institute has been most successful in heightening the sensitivity of participants to the problems of educating children from diverse ethnic backgrounds. [For Interim Report Number 2, see ED 015 033.]   [More]  Descriptors: American Indian Culture, American Indians, Black Culture, Black History

Harris, Mary B. (1970). Models, Norms and Sharing. To investigate the effect of modeling on altruism, 156 third and fifth grade children were exposed to a model who either shared with them, gave to a charity, or refused to share. The test apparatus, identified as a game, consisted of a box with signal lights and a chute through which marbles were dispensed. Subjects and the model played the game twice. The first time the model won and disposed of prize marbles in one of three ways. The second time the subject won and was free to dispose of or save prize marbles. The subjects' subsequent sharing with the model, sharing with Mental Health or a Toys for Tots charity, or their refusal to share was observed through a one-way mirror in the test van. Subjects also responded to a questionnaire designed to assess the salience of a norm of altruism. Both specific and generalized imitation of altruism were found and salience of sharing appeared to be strongly related to actual sharing and weakly related to experimental conditions.   [More]  Descriptors: Age Differences, Altruism, Grade 3, Grade 5

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Bibliography: New Mexico (page 226 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Las Vegas. New Mexico Highlands Univ., Harlan Charles Stamm, William H. Johnson, Albuquerque. Coll. of Education. New Mexico Univ., Bernard Spolsky, Gregory P. Maltby, Silver City. Western New Mexico Univ., James G. Anderson, KATHERINE A. BEMIS, and Wayne P. Moellenberg.

GARRETT, EDGAR RAY (1965). CORRECTION OF FUNCTIONAL MISARTICULATION UNDER AN AUTOMATED SELF-CORRECTION SYSTEM. FINAL REPORT. THE AUTOMATED SPEECH CORRECTION PROGRAM (ASCP) WAS DESIGNED TO TEST THE USE OF PROGRAMED INSTRUCTION IN THE REMEDIATION OF FUNCTIONAL ARTICULATION ERRORS. A SERIES OF PROGRAMED TAPES WHICH TAKE THE STUDENT THROUGH AUDITORY IDENTIFICATION, AUDITORY DISCRIMINATION, PRODUCTION, AND SELF-EVALUATION WERE DESIGNED. SUB-GOALS OF THE EXPERIMENT WERE A COMPARISON OF CORRECTING (REPRESENTATION OF A STIMULUS WHEN SUBJECT RESPONDED INCORRECTLY) AND NON-CORRECTING (SUBJECT NOTIFIED OF ERROR BY A TONE) TECHNIQUES AND THE EFFECTIVENESS OF PERSONALIZED SUBJECT-THERAPIST CORRECTION OR NO CORRECTION BETWEEN THE DISCRIMINATION PHASE AND THE SELF-CORRECTION PHASE. SUBJECTS WERE 100 ELEMENTARY SCHOOL CHILDREN WITH FUNCTIONAL MISARTICULATIONS. SUBJECTS WERE ASSIGNED TO VARIED TREATMENT AND CONTROL GROUPS. RESULTS INDICATED — (1) ASCP PRODUCED IMPROVED AUDITORY DISCRIMINATION AND ARTICULATION PATTERNS AS MEASURED BY THE TEMPLIN SHORT TEST OF SOUND DISCRIMINATION AND THE TEMPLIN DARLEY SCREENING TEST, (2) THE GROUP WHICH RECEIVED CORRECTION OF ERROR DID NOT DEMONSTRATE A SIGNIFICANT DIFFERENCE FROM THOSE WHO RECEIVED THE NON-CORRECTING PRESENTATION, AND (3) THERE IS NO DIFFERENCE AMONG GROUPS WHICH RECEIVED OR DID NOT RECEIVE INDIVIDUALIZED THERAPY BETWEEN THE DISCRIMINATION AND SELF-CORRECTION PHASES.   [More]  Descriptors: Articulation (Speech), Auditory Discrimination, Auditory Training, Children

Anderson, James G.; And Others (1969). Mexican-American Students in a Metropolitan Context: Factors Affecting the Social-Emotional Climate of the Classroom. The study was undertaken to systematically explore some of the social mechanisms within classrooms that mediate educational effects of schools for Mexican Americans in a metropolitan context. Seventy-two teachers from 9 schools in 3 distinct ecological areas in El Paso, Texas, were asked to complete a questionnaire and the Minnesota Teacher Attitude Inventory in order to learn about their academic backgrounds, experience, instructional practices, and attitudes toward special programs for Mexican American students. The instructional process was analyzed by observing and recording classroom behavior. All of the classrooms studied were found to be highly teacher-dominated with little student-initialed discussion. However, differences in teachers' attitudes and classroom approaches were apparent at all grade levels and in all 3 areas. These included affective relations with students, directness in the classroom, and amount of empathy for Spanish-speaking students. The findings indicated that the 2 factors which profoundly affected teacher-student relationships in classrooms were the professional training of the teacher and the peculiar characteristics of the school's student body. Tables and figures are included.   [More]  Descriptors: Classroom Environment, Disadvantaged Youth, Elementary School Students, Emotional Development

Stamm, Harlan Charles (1968). The Role Expectations of Eighteen California Community-Junior College Presidents Comparative to Three Associative Reference Groups. It was hypothesized that there would be no significant difference in the role expectations of junior college presidents and the expectations of their role by their board presidents, by their administrative deans, by their faculty or senate presidents, or between or among the groups. Forty presidents filled out a Rating Scale for Administrative Effectiveness; 18 others were interviewed. All were randomly chosen from 82 California junior colleges. Seventeen of those interviewed, 12 of their board chairmen, 17 deans, and 17 faculty or senate presidents answered the Expectation-Actual Performance Questionnaire. These same groups also identified the Administrative Style and the Role Category of the presidents to provide data for the statistical analysis. Presidents and trustees were close in their perception of expected and actual performance. Any differences were accounted for by organization structure, a situation substantiated by the personal interviews. The deans' expectations of the role were almost identical, probably because of close working relationships. Views of faculty and of senate presidents coincided with their presidents'. Faculty were less impressed with how well presidents lived up to their expectations than with their actual behavior. The three reference groups did not differ significantly from the presidents in their expectations of the role. The presidents were inconsistent in that 85% of them described actual performance, but did not indicate that it was expected in their role. Descriptors: Administrator Role, College Presidents, Doctoral Dissertations, Presidents

Western New Mexico Univ., Silver City. (1967). A Study of Visual Perceptions in Early Childhood. Over a period of three years a group of 510 rural children participated in a study of visual perceptions, including eye motor coordination, discernment of figures in a ground pattern, form constancy, position in space, and spatial relations, as measured by the Frostig Visual Perceptions Test. Visual perceptions of children of other cultures were compared to those of children of the dominant Anglo-Saxon culture. The relationship of visual perceptions to cultural deprivation was also studied. The development of children's visual perceptions over a period of 18 to 25 months and the effectiveness of various types of programs in improving a child's visual perceptions were investigated. Results of testing showed that all rural children scored low in form constancy. Culturally deprived children scored lower in all perceptions, but visual perception handicaps were sometimes as great as eight times that o f control group children. The valus of the Frostig developmental training program was demonstrated. Pupil progress was retained for at least one academi c year. The study concludes that visual perception handicaps result from cultural deprivation rather than from participation in a nondominant culture. Implications are that rural children would benefit from form constancy training during their first year at school.   [More]  Descriptors: American Indians, Conservation (Concept), Cultural Influences, Disadvantaged

Spolsky, Bernard (1974). American Indian Bilingual Education. Navajo Reading Study Progress Report No. 24. Bilingual education programs have been established in such Native American languages as Aleut, Yupik, Tlingit, Haida, Athabaskan, Cherokee, Lakota, Navajo, Papago, Pomo, Passamaquoddy, Seminole, Tewa, and Zuni. These programs include the: Choctaw Bilingual Education Program, Northern Cheyenne Bilingual Education Program, Lakota Bilingual Education Project, Rough Rock Demonstration School Bilingual/Bicultural Project, Ramah Navajo High School Bilingual Education Program, Papago Bilingual Education Program, Seminole Bilingual Project; San Juan Pueblo Tewa Bilingual Project, and Wisconsin Native American Languages Project. These programs are funded by three main sources of Federal funds–the 1965 Elementary and Secondary Education Act (ESEA) Title I, the 1968 ESEA Title VII (Bilingual Education Act), and Title IV of the 1972 Education Amendments (Indian Education Act). A model proposed for the description and analysis of bilingual programs tries to map all relevant factors onto a single integrated structure and to suggest some of the lines of interaction (see RC 009 343). This report describes 17 of the currently existing Native American Bilingual Education programs. Using the proposed model (which is briefly described) as a guide, the differences among the 17 programs are discussed.   [More]  Descriptors: Alaska Natives, American Indian Languages, American Indians, Bilingual Education

Maltby, Gregory P.; And Others (1988). San Elizario Bilingual Learning Community: An Application of Technology to Reading/Writing/Mathematics/Computer Literacy. Fourth Year Evaluation Report. San Elizario, Texas, is a border community with a high poverty rate, overcrowded school conditions, and a 60% limited English proficiency (LEP) rate among school students. In 1984, the school district began a cooperative university and school system project to improve Hispanic LEP students' achievement through applied computer technology. In 1987-88, the project provided computer assisted instruction in mathematics, language arts, and computer literacy to 119 students in grades 1-6 and 9-12, plus science and social science to older participants. A comparison of October 1987 and April 1988 standardized test scores showed improvement for most grade levels. The greatest reduction in the gap between participant scores and national norms occurred at grade 11 for composite scores (29%), reading (48%), and language arts (25%), and at grade 6 for mathematics (81%). Questionnaires completed by school administrators and project staff indicated that, compared to their counterparts, project students had lower absentee, dropout, and retention rates, were less in need of specialized services, and were more likely to pursue postsecondary education. Classroom observers found capable teachers providing up to date instruction in appropriate environments, eager and well behaved students, and good rapport between project staff and other school staff. But observers also noted project weaknesses in the infrequent use of native language and home culture materials during instruction. Extensive appendices include questionnaires and observer surveys used; curriculum outlines; software, hardware, and computer book inventories; and standardized test scores and statistics. This report contains 15 references.   [More]  Descriptors: Academic Achievement, Achievement Gains, Bilingual Education Programs, Computer Assisted Instruction

New Mexico Univ., Albuquerque. Coll. of Education. (1979). An Annotated Bibliography of Bilingual Education Materials. Items in the largely annotated, March 1979 bibliography are examples of American Indian resources housed at the American Indian Bilingual Education Center (AIBEC) Materials Bank and are included in the bibliography solely for their educational and historical value. The resources are appropriate for professional research and as supplementary classroom materials. The bibliography includes approximately 400 items organized by subject, source, or genre: (1) professional books; (2) guides to American Indian education; (3) audiovisual aids; (4) materials for the Native American Materials Development Center Navajo Bilingual-Bicultural Kindergarten Kit and Supplementary Navajo Teaching Materials; (5) Navajo readers; (6) resources for multicultural education, English as a second language, American Indian education, and values clarification; and (7) materials from the National Clearinghouse for Bilingual Education, ERIC, and the National Dissemination and Assessment Center. Most sections are organized alphabetically by title, and include item cost, publisher's address, and a brief description. Some citations also indicate appropriate grade level, language, and publication date. There is an extensive alphabetical list of publishers and distributors of American Indian materials. Descriptors: American Indian Education, American Indians, Annotated Bibliographies, Audiovisual Aids

Garrett, Edgar Ray (1968). Speech and Language Therapy Under an Automated Stimulus Control System. Programed instruction for speech and language therapy, based upon stimulus control programing and presented by a completely automated teaching machine, was evaluated with 32 mentally retarded children, 20 children with language disorders (childhood aphasia), six adult aphasics, and 60 normal elementary school children. Posttesting with the Templin-Darley Articulation Test showed that the Automated Stimulus Control System (ASCS) machine treatment produced non-significant results with mental retardates receiving pure tone plus M&M candy reinforcement, and significantly improved discrimination and articulation with those receiving pure tone only reinforcement (p<.05). ASCS machine treatment produced significant changes with child aphasics (p<.01). Following treatment, these subjects also showed improvement on the Peabody Picture Vocabulary Test, the Illinois Test of Psycholinguistic Abilities, and on word list performance. Both ASCS machine treatment and ASCS clinician-presented treatment produced significantly improved articulation with normal elementary school children (p<.001). Adult aphasics showed no significant change, nor did retardates receiving traditional therapy. Results indicated that significant changes in functional articulation programs occurred in 20% of the time usually required by traditional therapies.   [More]  Descriptors: Aphasia, Articulation (Speech), Auditory Stimuli, Automation

Moellenberg, Wayne P. (1967). Investigation of Methods to Assess the Effects of Cultural Deprivation. Final Report. This study investigated methods of assessing the effects of cultural deprivation in relation to school adjustment. The investigators developed new methods of assessment in areas of self-concept, (sample of 49 children) concept formation, (314 children) and value orientation, (45 children) The Peabody Picture Vocabulary Test (sample of 60 children) and the Lee-Clark Reading Readiness Test (50 Head Start children) were also administered. The following conclusions were reached: (1) Differences in self-concept were detected when pictorial representations were used. (2) Pictorial representations of verbal concepts provided meaningful assessments of essential concepts without relying on reading ability. (3) The presentation of value distinctions by overhead projector resulted in different patterns of response by contrasted groups of children. (4) Peabody Picture Vocabulary Test scores were significantly different for middle class children than for lower class children. (5) Responses on the Lee-Clark Reading Readiness Test indicated difficulty for underprivileged children to recognize and categorize symbols. These abilities were improved through Head Start experiences. It is recommended that additional trial forms of the pictorial instruments be devised, and that all of the instruments be used on different groups of children. Longitudinal studies should follow.   [More]  Descriptors: Concept Formation, Disadvantaged, Lower Class, Middle Class

Spolsky, Bernard; And Others (1974). A Model for the Description, Analysis, and Perhaps Evaluation of Bilingual Education. Navajo Reading Study Progress Report No. 23. The model attempts to map all relevant factors onto a single integrated structure and to suggest some of the interaction lines. Based on a hexagonal figure, each side represents a set of factors which may have a bearing on, or be affected by, the bilingual program's operation in a particular situation–psychological, sociological, economic, political, religio-cultural, and linguistic. A seventh set of factors are the educational ones. The model comprises three of the hexagons. Representing the total situation of a community before the program's introduction, the first hexagon includes any relevant socio-educational entity, ranging from a village or neighborhood through a school district, a geographically-focused ethnic group, province, region, or nation. The second one deals with those factors which are more or less controlled by the people administering the program, or which may be directly influenced by the program's operation–i.e., the sources of the program's basic needs, the constraints within which the administrators have to work, the program's contribution to the community, and potential reasons for the program's failure. The third hexagon sets out the program's effects which may be on the individual participant or on the community at large. This report discusses the model, exemplifies the various factors, and outlines the interrelations between factors within and between the hexagons.   [More]  Descriptors: American Indians, Bilingual Education, Community Involvement, Cultural Influences

Kari, James (1973). Navajo Language Bibliography. Preliminary Edition, September 1973. Navajo Reading Study Progress Report No. 22. Over the years the Navajo language has received more attention than any other American Indian language. The grammatical work represents all traditions in American Indian linguistic research, from the earliest descriptivism to the latest generative grammar. In addition, there exists a large amount of material written in Navajo and a plethora of pedagogically oriented research. With a population of more than 130,000, Navajo has the best chance of survival of any Indian language north of Mexico. Most important, recent years have witnessed the development of a dynamic and professional Navajo bilingual education movement. The involvement of increasing numbers of Navajos in linguistics and language education makes this a field of special theoretical and practical relevance. A preliminary attempt to cover the field of Navajo language research, this bibliography cites 478 references that relate to the study of the Navajo language. Published between 1829 and 1973, these references cover grammatical research; dictionaries; vocabularies; taxonomies; texts; comparative Athapaskan research that includes significant Navajo work; language, culture, and sociolinguistic research; and language pedagogy studies. Also listed are historical and anthropological studies that contain some Navajo language forms.   [More]  Descriptors: American Indian Languages, Athapascan Languages, Bibliographies, Bilingual Education

BEMIS, KATHERINE A.; COOPER, JAMES G. (1967). TEACHER PERSONALITY, TEACHER BEHAVIOR AND THEIR EFFECTS UPON PUPIL ACHIEVEMENT. FINAL REPORT. SIXTY URBAN, MIDDLE-CLASS, FOURTH-GRADE TEACHERS IN THE SOUTHWEST WERE GIVEN THE EDWARDS PERSONAL PREFERENCE SCHEDULE (EPPS) AS A MEASURE OF PERSONALITY. THEIR CLASSROOM BEHAVIOR WAS THEN RECORDED ON A TEACHER OBSERVATION PERSONALITY SCHEDULE REFLECTING EDWARDS' DEFINITIONS OF HIS NEEDS FOR ACHIEVEMENT, ABASEMENT, AFFILIATION, DOMINANCE, CHANGE, ORDERLINESS, AND HETEROSEXUALITY. PUPILS' ACHIVEMENT WAS MEASURED AS THEIR ADJUSTED GAIN SCORES BETWEEN FALL AND SPRING TESTING ON FIVE SUBTESTS OF THE SCIENCE RESEARCH ASSOCIATES ACHIEVEMENT TESTS–ARITHMETIC REASONING, ARITHMETIC CONCEPTS, ARITHMETIC COMPUTATION, READING COMPREHENSION, AND READING VOCABULARY. CANONICAL ANALYSIS OF THE THREE SETS OF DATA SHOWED RELATIONSHIPS BETWEEN THEM. IT WAS FOUND THAT (1) NO SINGLE TEACHER BEHAVIOR WAS DETRIMENTAL OR FAVORABLE FOR ALL LEARNING, (2) THE EPPS SCORES ESTABLISHED A BASIS FOR PREDICTING TEACHERS' OBSERVED CLASSROOM BEHAVIOR, (3) THE PATTERN OF PREDICTED BEHAVIORS DID NOT CLOSELY FOLLOW THAT REVEALED AS CONTRIBUTING TO PUPIL GAINS, (4) FROM EPPS, THE MORE EFFECTIVE TEACHERS (IN TERMS OF PUPIL GAINS) MAY BE DESCRIBED AS CRITICAL, WILLING TO ACCEPT LEADERSHIP, AND INTERESTED IN PERSUADING AND INFLUENCING OTHERS. IT WAS CONCLUDED THAT THE PARADIGM "TEACHER PERSONALITY CAUSES TEACHER TEACHER BEHAVIOR CAUSES PUPIL BEHAVIOR" WAS SUPPORTED, BUT THAT THE LINKAGES ARE COMPLEX, AND NOT 1 TO 1.   [More]  Descriptors: Academic Achievement, Achievement Tests, Arithmetic, Behavior Rating Scales

Anderson, James G.; Johnson, William H. (1968). Social and Cultural Characteristics of Mexican-American Families in South El Paso, Texas. Interim Report of the Mathematics Education Program. A study with emphasis upon cultural and social factors focused on urban Spanish-speaking children and their families in south El Paso, Texas. Specific objectives sought to identify: cultural and social characteristics of the student sample with respect to language patterns, basic attitudes towards school and mathematics, self-concept of ability, attitudes towards peers, and achievement motivation; and general characteristics of the student's family with respect to its socioeconomic status, language patterns, attitudes towards school and mathematics, and the amount of support given to the child to assist him in his school work. Although the students came from large, impoverished families where parents' educational levels were relatively low, higher educational aspiration for the children was evident; lack of support of the children in school was apparent, yet parents felt that everything the children studies would be valuable to them outside school. It was concluded that motivational factors were far more important in predicting success in mathematics than was the educational level of parents, or the language that they spoke.   [More]  Descriptors: Area Studies, Cultural Influences, Educational Research, Ethnomathematics

New Mexico Highlands Univ., Las Vegas. (1964). Psycho-Social Adjustment in an Indian Boarding School, September 1, 1963 – August 31, 1964. Progress Report. The procedures and setting for the establishment of a psycho-social adjustment program in the Bureau of Indian Affairs Albuquerque Indian School are described. Particular attention is given to the formal organization of the school and to other agencies having functional relationships with the school, since these factors and the physical location of the agencies seem to greatly affect the cooperation and communication between them. A major portion of the report presents a narrative account of the introduction of the project into the school and summarizes the major activities of the project team during the first year. Preliminary analyses of the types of mental health problems observed are offered to give some indication of the possible outcomes of the project and to create some impression of the type of information which is gradually accumulating. The appendices present sample case studies of a student's social history and a family interview. A related document is RC 003 321.   [More]  Descriptors: Adjustment Counselors, Adjustment (to Environment), Agency Cooperation, American Indians

Anderson, James G. (1969). Teachers of Minority Groups: The Origins of Their Attitudes and Instructional Practices. The origins of attitudes and instructional practices among teachers of Mexican American children were explored by means of a questionnaire developed to elicit information from teachers regarding their academic background, experience, career aspirations, and instructional practices, and their attitudes toward students, parents, and special programs for disadvantaged minority children. The questionnaire was administered to a sample of 72 public school mathematics teachers in 3 district ecological areas of South El Paso, Texas, and factor analysis was utilized to clarify the complex structure of the teacher variables. The findings suggested that the origins of teacher attitudes toward disadvantaged minority students might lie in the type of professional training received. Teachers' approaches, views regarding the value of compensatory and bilingual programs, and appraisal of student ability and effort, and the type of student they enjoyed teaching were related to their professional training and career aspirations. Numerous tables and figures supplement the narrative. The questionnaire used in the study is contained in the appendix.   [More]  Descriptors: Disadvantaged Youth, Mathematics Teachers, Mexican Americans, Minority Group Teachers

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