Bibliography: New Mexico (page 197 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include David D. McKinney, Washington Food Research and Action Center, Dwight Dively, Carolyn DeMeyer Harris, Washington Congress of the U.S., Kate W. Ragsdale, Mike Boone, Josie Foehrenbach, Jack Wolowiec, and Nancy Baker Jones.

Cooke, Brian P. (1993). Reinventing Teaching and Testing: Quality Learning for Quality Employment. To succeed in today's competitive global markets, organizations are hiring responsible problem solvers and collaborative "associates" who improve productivity, assure quality service, and contribute creatively. These organizations demand employees who are skilled at learning to learn, listening, communicating, problem solving, teamwork, and leadership. The dramatic shift in the way employers conduct business demands the concurrent redesign of antiquated teaching and testing emphases in colleges. Teachers committed to preparing students for professional and vocational opportunities must share employers' emphasis on constant improvement, leadership, pride in workmanship, and price-based decision making. The dual emphasis on course content and learning process is essential in a global economy where the breadth of professional and technical information defies individual mastery and demands collaboration. Quality teachers reward learning and deemphasize test scores. At Santa Fe Community College in New Mexico, many instructors teach students using quality management principles, administering traditional multiple-choice and true-false tests in three stages. In stage one, instructors collect completed tests and record only how many questions each student answered correctly. In stage two, students are invited to find their own errors and to re-submit their answers for further evaluation. In stage three, students form teams of up to five members and complete the same test as a group, developing skills associated with group problem solving. In evaluations, students in these quality classrooms express greater comprehension and self-confidence.   [More]  Descriptors: Classroom Techniques, Community Colleges, Education Work Relationship, Educational Change

Hendrick, Joanne, Ed.; And Others (1993). Early Childhood Curriculum Resource Handbook. A Practical Guide for Teaching Early Childhood (Pre-K-3). This guide provides curriculum developers, education faculty, veteran teachers, and student teachers with basic information on the background of early childhood curriculum, as well as current information on publications, standards, and special materials for early childhood classrooms. Following an introduction, the material is presented in 14 chapters by different contributors. Chapter 1 discusses the history and development of present-day curriculum and the directions it is taking. Chapter 2 is a practical guide to creating or revising an early childhood curriculum. Funding sources for curriculum projects are listed in chapter 3, and chapter 4 outlines the content of integrated early childhood education. Chapter 5 describes state guidelines for early childhood education, and chapter 6 lists department of education addresses and publication titles for each state. Classroom assessment is the focus of chapter 7, and chapter 8 consists of annotated lists of curriculum guides for prekindergarten through grade three. Chapter 9 discusses the project approach in early childhood curriculum. Chapter 10 covers trade books, and chapter 11 lists sources of textbooks, software, videos, and other curriculum materials. Chapter 12 lists textbooks and materials adopted by New Mexico and West Virginia, two states with policies specific to the adoption of textbooks in early childhood education. Chapter 13 provides an index to reviews of early childhood textbooks and supplementary materials. Chapter 14 lists subscribers of the Kraus Development Library, a source of curriculum guides in early childhood education. A reference list is provided with some of the chapters. The appendix reprints sections of two exemplary curriculum guides. Descriptors: Curriculum Development, Curriculum Guides, Early Childhood Education, Financial Support

Barnett, Lynn, Ed. (1992). Beacon College Project Directory. The American Association of Community Colleges' Beacon College Project (BCP) uses funds from the Kellogg Foundation to award two-year grants to "Beacon" community colleges to form consortia with at least five associate colleges, designed to improve a specific aspect of institutional life. A total of 26 projects, many involving community organizations as well as colleges, have been funded for the classes graduating in 1992, 1993, and 1994, focusing on areas as varied as student retention, diversity, and faculty, curriculum, and workforce development. This directory provides a brief description of each consortia directed by the following Beacon Colleges: American River College, California; Baltimore City Community College, Maryland; Calhoun State Community College, Alabama; Chemeketa Community College, Oregon; College of DuPage, Illinois; Collin County Community College, Texas; Community College of Aurora, Colorado; Front Range Community College, Colorado; Houston Community College, Texas; Kalamazoo Valley Community College, Michigan; Kapiolani Community College, Hawaii; Kentucky Community College System; Lake Michigan College; Maricopa Community College System, Arizona; Massachusetts Bay Community College; Metropolitan Community College, Nebraska; Miami-Dade Community College–South, Florida; Middlesex County College, New Jersey; Midlands Technical College, South Carolina; Oakton Community College, Illinois; Rio Hondo College, California; Rockland Community College, New York; St. Louis Community College at Meramec, Missouri; San Juan College, New Mexico; Santa Fe Community College, Florida; and Sinclair Community College, Ohio. Other relevant data, such as associate college contacts, are included.   [More]  Descriptors: College Programs, Community Colleges, Community Development, Consortia

Jones, Nancy Baker (1994). Teaching for Diversity, Network. The summer 1993 Southwest Educational Development Laboratory (SEDL) "Networkshop" focused on the need for teacher education programs to prepare future teachers to work with and teach effectively increasingly diverse student populations, and the need to increase the number of minority teachers. A major focus was on how policy and decisionmakers can recruit, prepare, and retain students from different ethnic or language groups in teacher education programs and then as teachers. Keynote speaker Ana Maria Villegas outlined four key areas: demographic trends, preparing teachers for diversity, increasing the pool of minority teachers, and policy considerations. She then explored "Models and Strategies for Improving Recruitment Preparation and Credentialing." As part of a panel of teacher education students, teachers, and education decisionmakers on "Restructuring Teacher Education to Prepare Teachers for Diversity," Jacqueline Jordan Irvine outlined 10 essential components for restructuring teacher education for diversity. Another panel presented government and university perspectives in restructuring teacher education, with participants from Oklahoma, New Mexico, and Texas. Finally, a number of strategies in the area of recruitment, preparation, and credentialing to strengthen and enrich opportunities for teaching for diversity are outlined for state policy arenas, colleges of education, and local school districts. A list of Networkshop participants is included.   [More]  Descriptors: Credentials, Cultural Awareness, Cultural Pluralism, Educational Policy

Dively, Dwight (1990). Educational Telecommunications in the West: 1990 State Legislative Actions. An initiative of the Western Interstate Commission for Higher Education (WICHE), the Western Cooperative for Educational Telecommunications is a membership organization working to strengthen the efficiency, impact, and quality of educational telecommunications systems and programs. Most of the members are institutions of higher education, but the Western Cooperative also involves public school agencies and districts, state telecommunications agencies, public broadcasting systems, libraries, and private firms. 1990 was a year of relatively little action on educational telecommunications legislation in the West. Many of the states started major initiatives in 1989, and implementation was only beginning in 1990. Five major trends can be seen, however, during 1990 legislative sessions: (1) use of educational telecommunications continues to grow; (2) statewide planning continues to be a concern; (3) cooperation between schools and businesses, higher education institutions, and local governments has increased; (4) new educational technologies such as microcomputers and video continue to emerge; and (5) the role of the telephone communications industry in providing data services to state governments or educational systems continues to be studied. This report provides a summary of the major trends and legislative actions and information updates for the 16 Western Cooperative states: Alaska, Arizona, California, Colorado, Hawaii, Idaho, Minnesota, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, Utah, Washington, and Wyoming.   [More]  Descriptors: Elementary Secondary Education, Higher Education, Instructional Systems, Microcomputers

Congress of the U.S., Washington, DC. Senate Select Committee on Indian Affairs. (1992). Indian School Equalization Program. Oversight Hearing on 1991-93 Budgeting for the Indian School Equalization Program. Joint Hearing before the Select Committee on Indian Affairs, United States Senate and the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor. House of Representatives, One Hundred Second Congress, Second Session. This report represents a hearing on the Indian School Equalization Program (ISEP) administered by the Bureau of Indian Affairs (BIA). The hearing began with opening remarks by the acting committee chairman of the Senate Select Committee on Indian Affairs, Paul Simon. Testimonies concerning the inadequacies of the ISEP funding formula are provided by members of Senate and Congress, leaders of individual tribal school organizations, and representatives of the National Indian Education Association. ISEP assigns different educational activities to Bureau-operated and contract schools with weights that reflect the basic cost associated with a specific activity. The number of students participating in the various educational activities is identified by each school, totaled by activity, and multiplied by the weight factor to arrive at the total number of weighted student units (WSUs) at each school. Under the proposed ISEP budget for the school year beginning July 1, 1993, schools would receive $150 less per WSU than they are receiving this year, because of an estimated shortage of $35 million. The effects of funding shortages could mean program cuts, teacher lay-offs, increases in class size, or shortchanges in critical program management aspects. Appendices include prepared statements; prepared answers by the BIA to Senate oversight hearing questions; and position papers regarding constant shortage of BIA funds for school districts in Arizona, South Dakota, Mississippi, North Dakota, New Mexico and Michigan.   [More]  Descriptors: American Indian Education, American Indians, Elementary Secondary Education, Equalization Aid

Boone, Mike (1996). The Impact of Cumulative Voting on Four Small Rural School Districts. Since the early 1990s, the majority of school-aged children in Texas have been non-White. The 1995 Texas legislature authorized the use of cumulative voting in school districts as a result of lawsuits prompted by the underrepresentation of minority groups on school boards. In cumulative voting, each voter has a number of votes equal to the number of positions to be filled at the election. Voters may concentrate their votes on a single candidate or distribute them among all candidates as desired. Communities are thus able to retain election at-large for school board members, while improving opportunities for minority representation. Interviews were conducted with superintendents and board members in four rural and small school districts that recently introduced cumulative voting.  The districts were Central Texas Consolidated Independent School District, Salt Independent School District, and Double Mountain Independent School District in Texas, and Lee Municipal School District in eastern New Mexico. The districts had minority enrollments of 44-72 percent, primarily Hispanic students. The interviews revealed that although cumulative voting was preferred, it has had limited impact on the ethnic composition of school boards; minority board members quickly became integrated into the board; with the exception of a few identifiable minority issues, minority board members viewed board issues from a community perspective; and cumulative voting has not improved interracial and interethnic relations. It is too early to say what the long-term impact, if any, of cumulative voting will be. Contains 14 references.   [More]  Descriptors: Administrator Attitudes, Anglo Americans, Boards of Education, Elections

Harris, Carolyn DeMeyer; McKinney, David D. (1993). Project PARTnership: A Model Program for Promoting Self-Determination through Participation in the Arts. Final Report [and] Teacher's Visual Sampler. This final report describes activities of Project PARTnership, a 3-year demonstration program to develop the self-determination and self-advocacy skills of young people with disabilities through increased participation in the arts. Key program elements included: (1) development of a new course and adaptation of existing curricula to increase accessibility of arts education to students with disabilities; (2) training of school faculty, community arts leaders, and parents to increase their understanding of the value of arts education for students with disabilities; (3) involvement of artists with disabilities as performers, trainers, role models, and mentors; (4) establishment of a support network to encourage students with disabilities to pursue their interests in the arts and to promote their integration into school and community arts programming; and (5) development and implementation of an Individual Arts Education Plan as part of each student's Individual Education Plan process. The project coordinated with Very Special Arts organizations and implemented the program at sites in Louisiana; Ohio; Washington, D.C.; Nevada; New Hampshire; and New Mexico. The core course involves 20 to 50 sessions of instruction in the visual arts, dance and creative movement, music, drama, or creative writing. The project also developed an instructional kit, a videotape, and a teacher's visual sampler. Most of this document consists of a third-party year three evaluation report and final reports from the nine implementation sites. The visual sampler, which is appended, provides an illustrated introduction to the program.   [More]  Descriptors: Art Education, Art Expression, Artists, Creative Dramatics

Food Research and Action Center, Washington, DC. (1993). New Opportunities: A Status Report on the Summer Food Service Program for Children. During the school year, the School Lunch Program provides one-third to one-half of the nutrients low-income children consume every day. However, the rate of participation by eligible children in the Summer Food Service Program is only 15.5 percent of the target population. Created by Congress in 1968, the Summer Food Service Program is designed to provide funds for eligible sponsoring organizations to serve nutritious meals to children from needy areas when school is closed. The Community Childhood Hunger Identification Project found that about five million children under 12 years of age are hungry at some point each month. Children need sound nutrition not only for their physical development, but for their mental development as well. And children's need for nutritious meals does not end when summer vacation begins. This report contains tables on the summer food program with school-lunch attendance, growth in summer food program attendance, and growth in summer food sites for all states and the District of Columbia from July 1991 to July 1992. Also included are selected state profiles of Delaware, New Mexico, Washington, and Texas. Summer food service program reimbursement rates for 1993 and eligibility guidelines are also included.   [More]  Descriptors: Community Organizations, Elementary Secondary Education, Federal Programs, Lunch Programs

Foehrenbach, Josie (1988). Preparing for Learnfare: Setting the Conditions for a Questionable Experiment. "Learnfare" is a term applied to the mandating of school attendance for teen parents and/or school age dependent children in households receiving Aid to Families with Dependent Children (AFDC) benefits as a condition of continued eligibility. This idea emanates from policymakers' concern about high truancy and dropout rates generally, basic skills deficits among many AFDC recipients, and the prospect of long-term welfare dependency for poorly educated populations. However, a learnfare model that applies sanctions for poor school attendance without improving the educational services available to students who are habitually absent will likely achieve neither the nominal goal of attendance improvement nor the more relevant goal of educational remediation. Policymakers' energy would be better spent in providing at-risk students with schools they consider worth attending than in targeting short-term goals without improving the schools' ability to educate. Some states have made punitive learnfare a first choice attendance-improvement program instead of a last resort. By oversimplifying the reasons for the academic failure of poor children and diverting attention from institutional reform issues, learnfare could undermine more systematic and comprehensive efforts to improve the educational prospects of at-risk students. This document describes existing learnfare models in Minnesota, Ohio, Maryland, Florida, New Jersey, New Mexico, and Wisconsin, and discusses a failed attempt to institute learnfare in California. A proposal for an alternative program for teen parents is presented. Descriptors: Compulsory Education, Early Parenthood, Program Proposals, Social Services

Congress of the U.S., Washington, DC. Senate Committee on Indian Affairs. (1994). Facility and Telecommunications Needs of Tribally Controlled Community Colleges. Hearing before the Committee on Indian Affairs. United States Senate, One Hundred Third Congress, First Session (July 29, 1993). A Senate committee hearing received testimony on the condition of facilities at tribal colleges and on the role that telecommunications technology might perform in helping tribal colleges accomplish their mission. Representatives of tribal colleges described inadequate and unsafe buildings with leaky roofs and structural problems, trailers and donated spaces used as classrooms, problems with electricity and other utilities, growing enrollments and overcrowding, and the lack of federal funds for building repair and renovation. The telecommunications project director of the American Indian Higher Education Consortium summarized plans for an educational telecommunications network that would link tribal colleges, reservation schools, and tribal community-services agencies. Appendices contain prepared statements that describe the history of federal funding for tribal telecommunications and distance-learning projects; provide details on funding needed for construction projects and telecommunications equipment; and discuss the history, socio-political environment, physical resources, educational accomplishments, enrollment trends, construction and renovation needs, and costs of capital improvement and renovation projects at Navajo Community College (Arizona/New Mexico). Photographs of Sinte Gleska University (South Dakota) facilities are included.   [More]  Descriptors: American Indian Education, College Buildings, Community Colleges, Construction Costs

Wolowiec, Jack, Ed. (1994). Everybody Wins: Mediation in the Schools. Bar/School Partnership Programs. This collection of four short articles describes initiatives of the American Bar Association that bring the skills of mediation to the classroom. Suzanne Miller discusses a program that trains students to become mediators equipped to resolve disputes in their school peacefully. The program turns problem students into positive role models, teaches problem-solving and decision-making, and promotes leadership abilities. After a discussion of the history of conflict resolution in the United States, Miller describes the factors that have contributed to the success of a training program at Gifford Elementary School in Racine, Wisconsin. Reporting on the success of pilot programs in Cleveland, Ohio, Elisabeth T. Dreyfuss explains the costs and procedures for introducing the mediation process in schools and the benefits it contributes, particularly the reduction in disruptive behavior and the improvement in the learning environment. In an article on peer mediation in Rich Township High Schools, Cook County, Illinois, Anthony Moriarty and Shirley P. McDonald argue that mediation programs provide an ideal opportunity for students to participate democratically in solving disciplinary problems. Melinda Smith assesses efforts to introduce mediation into juvenile justice settings, with special attention to the New Mexico Center for Dispute Resolution, and concludes that these initiatives hold great promise for improving juvenile justice in the United States.   [More]  Descriptors: Citizenship Education, Discipline, Intermediate Grades, Junior High Schools

Ragsdale, Kate W., Comp. (1991). Library Services for Persons with Disabilities. SPEC Kit 176. This Systems and Procedures Exchange Center (SPEC) Kit presents the results of a survey on issues and concerns associated with planning for library services for persons with disabilities. The survey was sent to 119 U.S. and Canadian Association of Research Libraries (ARL) and returned by 74. The report is based on the responses of libraries which reported that they provide various levels of library services and/or adaptive equipment for library users with disabilities. A summary of the survey results presents general information about disabled student enrollment and identifies methods of management and training of library staff to meet the needs of disabled patrons, describes the kinds of space allocated for specialized library services, and provides examples of typical library services and adaptive equipment. The major part of the kit is devoted to examples of planning documents, service policies, staff training manuals, position descriptions, building evacuation procedures, library brochures and handouts, floor plans and equipment, procedures for use of study areas, and campus guides submitted by 24 of the survey respondents: the Universities of California-Davis, California-Riverside, Cincinnati, and Florida; Georgetown University; University of Hawaii; Iowa State and Johns Hopkins Universities; University of Kansas; Kent State University; the Universities of Manitoba, Maryland, Missouri, and New Mexico; Ohio State University; University of Pennsylvania; Purdue University; Queen's University; the Universities of Texas, Tennessee, Virginia, Washington, and Waterloo; and York University. A copy of the survey instrument with a tally of the responses and 15 selected readings are included. Descriptors: Academic Libraries, Access to Information, Accessibility (for Disabled), Disabilities

Dively, Dwight; McGill, Mollie (1991). State Planning and Implementation of Educational Telecommunications Systems in the West. This report summarizes the status of major educational telecommunications systems and plans in 16 western states as of early 1991. The information contained in this report was obtained from members of the Western Cooperative for Educational Telecommunications, a membership organization working to strengthen the efficiency, impact, and quality of educational telecommunications systems and programs. Most of the current 150 members are institutions of higher education, but the Western Cooperative also involves public school agencies and districts, state telecommunications agencies, public broadcasting systems, libraries, and private firms. The information presented herein is intended to be useful for the compilation of planning approaches, the inventory of existing resources and expertise, and the identification of possibilities for regional cooperation. The first of three sections for each of the states provides an update on the status of planning and/or coordination of state systems for educational telecommunications. The second section highlights some of the major institutional networks and activities designed to extend off-campus access to education. Also reported in this section are programs targeted at elementary and secondary students and teachers. Section 3 includes the name of the state-elected representative to the Western Cooperative's Steering Committee. The 16 member states of the Western Cooperative are Alaska, Arizona, California, Colorado, Hawaii, Idaho, Minnesota, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, Utah, Washington, and Wyoming.   [More]  Descriptors: Distance Education, Educational Technology, Elementary Secondary Education, Higher Education

Cole, Cassandra McCrory (1992). Collaboration: Research and Practice. CASE Information Dissemination Packet. In this information packet for special education administrators, the literature on collaboration between regular and special educators is reviewed, issues relative to the implementation of collaboration are discussed, and eight model sites are described. After an introduction, distinctions between collaboration and consultation are drawn. Key principles of collaboration (complementary instruction, team teaching, and supportive learning activities) are considered, as are benefits of collaborative teaching (e.g., utilization of complementary teaching strengths) and potential barriers (interpersonal problems, traditional school structures, traditional attitudes regarding the dual systems of special and general education, and administrative mandates which violate the essential voluntariness of collaboration). The following issues in program development and implementation are specifically addressed: (1) time, (2) grading, (3) individualized education programs, (4) staff development, (4) curriculum accommodation and instructional modification, (5) teacher education programs, (6) reform issues, and (7) funding. Finally, programs at the following locations are described: Bakersfield (Vermont); Bloomington (Indiana); Redmond (Washington); Boulder (Colorado); Holt (Michigan); Littleton (Colorado); Albuquerque (New Mexico); and Gaithersburg (Maryland). Appendices include: a listing of responsibilities of both regular and special educators; definitions of various integration models; a sample format for integration model contracts; and sample elementary report card formats. (Contains 46 references.)   [More]  Descriptors: Administrator Role, Demonstration Programs, Disabilities, Educational Change

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