Bibliography: New Mexico (page 217 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Vladimir V. Berniklau, Robert W. Ortiz, Steve Stile, Albuquerque. New Mexico Univ., Gino T. Brazil, Ellen E. Moore, Ken Donelson, Jeanette C. Smith, Gary Adamson, and Bernard Spolsky.

Moore, Ellen E. (1990). Writing to Learn in the Social Studies Classroom, New Mexico English Journal. Suggests that the use of writing in the social studies classroom deepens the meaning and the students' understanding of the content. Discusses the use of journal writing, the guided writing procedure, interviews, and letter writing in the social studies classroom. Descriptors: Elementary Secondary Education, Interviews, Journal Writing, Letters (Correspondence)

Spolsky, Bernard; And Others (1970). Analytical Bibliography of Navajo Reading Materials. Revised and Enlarged Edition. English and Navajo language materials are described in this annotated bibliography of reading materials which is part of the Navajo Reading Study funded by the Bureau of Indian Affairs. The English language materials were developed to teach Navajo children about their own culture and could be used to form the base for a curriculum in English for Navajo students. The Navajo language materials were developed as part of a literacy program for Navajos in their native language. Ordering information and an author index are provided. This bibliography, an enlarged and revised edition of ED 035 484, cites 141 items published from 1897 to 1970.   [More]  Descriptors: American Indians, Annotated Bibliographies, Cultural Background, English (Second Language)

Jones, Gary (1990). Last Laughs with Journal Writing, New Mexico English Journal. Describes how an English teacher used journal writing and how it improved the quality of the other writing his students did. Discusses specific journal writing assignments and details ways to help students maintain their journal writing. Descriptors: Class Activities, English Instruction, High Schools, Journal Writing

New Mexico Univ., Albuquerque. (1980). Spatial Encounters: Exercises in Spatial Awareness. This series of activities on spatial relationships was designed to help users acquire the skills of spatial visualization and orientation and to improve their effectiveness in applying those skills. The series contains an introduction to spatial orientation with several self-directed activities to help improve that skill. It also contains seven sets of exercises that focus primarily on spatial visualization: memory of shapes, figure completion, rotation, spatial memory and rotation, hidden shapes, and cutout forms. Each set begins with fairly simple exercises and progresses to those that are more difficult. In addition, each set builds on the skills of the previous ones. The sets of exercises are appropriate for all age levels, with the exception of prekindergarten. The activities are self-contained and can be completed with or without the supervision of an instructor. Each set of activities contains an instruction sheet that gives the objective(s) of the set, examples of everyday applications, directions for use, and suggestions for self-directed practice. Answers are given on the back of each exercise page for those who want immediate feedback and also on a separate solutions page that concludes each set of activities. Careers contingent upon the ability to perceive spatial relationships are listed and readings and games are suggested.   [More]  Descriptors: Elementary Secondary Education, Females, Learning Activities, Perceptual Development

Forum (1977). Inservice and the University: Innovation Without Change?. Discussed are the issues involved in inservice teacher education, with special emphasis on trends in special education. Such changes as the passage of Public Law 94-142 are reported. Stressed is the need to set new priorities on teacher training at the university level. Descriptors: Handicapped Children, Higher Education, Inservice Teacher Education, Special Education Teachers

Snell, Ednell M.; Snapp, Betty Lou (1978). Curriculum Manual: 6th, 7th, 8th Grades. This home economics curriculum for the middle school (grades 6-8) is designed to assist students in developing self-concept, making decisions, and developing basic skills. Written by a group of home economics teachers, this curriculum contains nine learning packages on the following topics: (1) consumer management; (2) decision management; (3) family and personal development; (4) clothing and textiles; (5) grooming and health; (6) housing; (7) food preparation; (8) nutrition; and (9) child development. Each packet has been developed at three grade levels and contains the following instructional elements: unit objectives, specific objectives, directions for teaching, information sheet, assignment sheets, job sheets, tests, and answer sheets. Descriptors: Child Development, Clothing Instruction, Consumer Education, Curriculum

Boley, Tommy (1990). Integrating Writing in English and Social Studies, New Mexico English Journal. Discusses writing assignments based on the SOAP technique, which has four primary elements: the Subject, the Occasion leading to the writing, the Audience, and the Purpose. Describes using the technique in a social studies classroom. Descriptors: Elementary Secondary Education, English Instruction, Social Studies, Writing Across the Curriculum

Ortiz, Robert W.; Stile, Steve; Tanabe, Juan S. (1999). Working with Fathers of Young Children with Disabilities To Develop Print Literacy. This paper first presents a rationale for involving fathers in early literacy development and then offers a model for training fathers of children at-risk or with disabilities. Previous research has found two reasons given by fathers for their involvement in literacy development: first, to provide a "head start" in reading and writing, and, second, to increase bonding. Project DADS (Dads as Developmental Specialists) is based on a model which involves recruitment of fathers and authentic observation in which emerging child behaviors and the father's matching facilitating behaviors are identified prior to training. Next the Project DADS study is described. Between March and October 1999, Project DADS provided 8 hours of training to 90 fathers of young (birth through age 5) children with disabilities. This study is investigating the following questions: (1) what are the demographics of the volunteer trainees and their children? (2) what are the perceptions of trainees concerning the value of father-child literacy activities? (3) what is the attrition rate for participating fathers and the reasons given? (4) what are the trainees' current literacy practices? (5) what are the fathers' perceived strengths and weaknesses regarding father-child literacy? (6) what child-literacy goals do the fathers set for themselves and their children? and (7) to what extent are the fathers successful in implementing the knowledge, skills and attitudes developed in the training program? Contains 23 references.   [More]  Descriptors: Disabilities, Early Childhood Education, Fathers, Literacy Education

Adamson, Gary; And Others (1977). A Consumer's Guide to Personnel Preparation Programs: The Inservice Training of Regular Educators in Special Education. The consumer's guide presents information on 109 projects which provide inservice special education training to regular education personnel. The prospectus section contains an analysis of the projects as a group and is organized according to the various structures on inservice teacher education. Reviewed are the general trends in training, and highlighted are specific projects. Covered in this first section are the following topics: initiatives and geographic boundaries, collaboration, trainees and incentives, competencies, the training process, topics of training and disability categories, evaluation, dissemination, and funding sources. The section on programs lists each project by state and includes information on contacts, target trainees, disability areas, and training topics. Finally, the postscript shows geographical locations of projects, presents a list of products that have been developed, and concludes with a selected bibliography on inservice teacher education. Descriptors: Elementary Secondary Education, Handicapped Children, Higher Education, Inservice Teacher Education

Brazil, Gino T. (1990). Teach Writing through Journalism, New Mexico English Journal. Suggests that an effective way to develop students' writing abilities is to teach writing through journalism. Discusses the successes the author has had in incorporating journalistic writing strategies into elementary and secondary English/language arts classrooms. Descriptors: Class Activities, Elementary Secondary Education, Process Approach (Writing), Writing Assignments

New Mexico Univ., Albuquerque. (1973). Preparacion e Iniciacion de la Lectura en Espanol para Maestros de Programas Bilingues. Serie Tierra de Encanto (Preparation and Initiation of Reading in Spanish for Teachers of Bilingual Programs. Land of Enchantment Series). Part of the "Land of Enchantment" series of instructional materials, this very detailed teaching manual is designed to help teachers in bilingual programs prepare students to read Spanish. It contains suggestions for developing reading readiness skills and ways to teach a basic 30-word reading vocabulary. The reading program follows five steps: (1) children individually read their own utterances as written by the teacher; (2) children read to share their experiences with the group; (3) children read utterances dictated by the teacher based on common experiences; (4) they read materials especially prepared for their group; (5) the children go on to read other material. The first stage of development involves perception skills. Motor coordination, spatial realtionships, depth perception, and ability to perceive constants are explained, and activities for developing these skills are detailed. Language skills of naming and categorizing and the ability to understand and discriminate visual symbols are similarly treated. Workbook activities and lessons are included as students learn to recognize words both visually and aurally and to form them into sentences. Lessons and vocabulary are based on everyday experiences.   [More]  Descriptors: Affective Behavior, Alphabets, Beginning Reading, Bilingual Education

Smith, Jeanette C. (1990). Beauty and the Books, New Mexico English Journal. Discusses the use of literature in the television program "Beauty and the Beast." Suggests that, despite his inhuman appearance, the Beast has transcended the physical confinement of the tunnels and has traveled the universe of his imagination. Descriptors: English Instruction, Literature, Literature Appreciation, Secondary Education

Donelson, Ken (1990). "English Teacher" Is a Noun Because It Names a Person, Place, or Thing, New Mexico English Journal. Presents sample undergraduate student responses to a question (given on the first day of a preservice English methods course) concerning memories of secondary school English teachers. Descriptors: English Instruction, Higher Education, Secondary Education, Student Attitudes

Sun-News (Las Cruces, New Mexico) (1983). School Fits Three R's into Four Days. THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: The last bell rings at 4 o'clock and kids come tumbling out of classrooms, eager to be free for the weekend. As lockers bang shut and chatter fades out the front door, one teacher sighs, "Thank God it's Thursday." Thursday? For the 250 students and 16 teachers in this southwestern Oregon farming community, Thursday marks the end of the school week in an experimental program that packs the three R's into four days. Started last fall to save money on heating, lighting and busing, the four-day school week appeals to teachers who enjoy long weekends and parents who say their children are more enthusiastic about school. "We're still on a trial basis," said Bob Brown, chairman of the Days Creek school board. "But we haven't had one complaint to the board against it. Basically, we figure everyone must be satisfied." The four-day school week is gaining acceptance in rural school districts, as administrators search for ways to cut budgets without cutting staff. Scattered districts in 13 states now operate on an abbreviated week, with the largest number in Colorado, said Paul Bauman, policy analyst for the Denver-based Education Commission of the States. In at least two other states, legislation has been introduced to permit four-day school weeks, he said. There have been no major studies analyzing the success of the four-day school week nationwide, said Bauman. A 1981 study of Colorado schools concluded that the system needed more time before it could be fairly evaluated, he said. Nationwide, the four-day week is limited to rural school districts, where many students spend their days off helping on the family ranch or farm, Bauman said. The grandfather of the four-day week is the 400-student Cimarron, N.M. school district, where a Tuesday-through-Friday schedule has been in effect for 10 years. Superintendent Joe Pompeo says that community would fire him if he switched back to a five-day week. In Oregon, Days Creek and Prospect, about 45 miles northeast of Medford, are winding up a one-year trial program approved by state school Superintendent Verne Duncan. Both districts want to keep the schedule and officials in Rogue River say they are considering a four-day week. Shifting to a shorter week required the Oregon school districts to get a one-year waiver from a state regulation that students spend 175 days a year in the classroom. Descriptors: Elementary Secondary Education, Experimental Programs, Public Schools, Rural Schools

Berniklau, Vladimir V. (1970). Management Development of Scientists and Engineers in the Federal Government; An Analysis of Basic Behavioral and Systems Considerations. Focusing on management development of scientists and engineers within the Federal government, this study was done to form a framework of factors (mainly attitudes, motives or needs, and leadership styles) to be evaluated before choosing suitable techniques and alternatives. Such variables as differing program objectives, characteristics of professionals, means of program and performance evaluation, determination of the proper clientele, and responsibility for program planning and decision making, were discussed in a background review. Management development was shown to be a mechanism for achieving mutual organizational and individual need satisfaction when an organization is psychologically healthy and its top managers operate on Theory Y assumptions (satisfaction of the higher needs for love or acceptance, esteem, and self-actualization). Thus, management development can help change both attitudes and behavior in accordance with these assumptions while strengthening the Theory Y spirit throughout the organization. Moreover, it was concluded that, when adapted to different managerial levels and treated as part of a system of alternatives, management development programs can smooth the transition to managerial competence. Descriptors: Attitude Change, Attitudes, Bibliographies, Engineers

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