Bibliography: New Mexico (page 221 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Paul R. Vaughn, Stephen Bernhardt, Cate Dutson-Mallory, Las Cruces. New Mexico State Univ., Albuquerque. New Mexico Research and Study Council, Steve Bernhardt, Donald G. Ferguson, D. Lanette Vaughn, Gerald W. Thomas, and Neva N. Harden.

New Mexico Research and Study Council, Albuquerque. (1983). Increasing Personal and Organizational Effectiveness. Treatise No. 1: "Understanding Organizational Patterns.". Organizational patterns can be examined from two major perspectives. The formal structure of an organization consists of those relationships among the organizational components that are the result of deliberate planning. This formal structure tends to be static and is the primary focus of management theory. The informal structure of an organization is determined by the unplanned relationships that develop to carry out the organization's internal processes. This informal structure is dynamic and adaptive and is the central concern of human relations theory. The operations of an organization cannot be fully understood without both formal and informal structures being considered simultaneously. Descriptors: Group Dynamics, Group Structure, Informal Organization, Organization

Treat, Kathryn R.; And Others (1995). Modeling Leadership Development for a Diverse Workforce in Food and Agriculture. Final Report of Higher Education Challenge Grant Proposal No. 9203317. The "Building Bridges" Leadership/Mentor Project developed a model leadership intern experience with emphasis on minority group involvement. It had four goals: to foster an environment in which cultural diversity was understood and valued; to increase work force participation of minority groups; to provide opportunities for leadership mentoring and role modeling; and to enhance employability and career success in the food and agricultural sciences. A mentor handbook and intern experience notebook were developed. The 13 interns who were recruited received 6 college credit hours in agricultural and extension or home economics education, tuition waiver, living stipend, and travel reimbursement. Mentors received a stipend. Prior to the 8-week onsite experience, mentors and interns participated in an orientation meeting, site visit, and 1-week leadership seminar. During the experiential component of the project, mentors provided day-to-day support to interns as they completed required activities. Students returned to campus to participate in a post-field experience seminar. The Youth Leadership Life Skills Development Scale was administered as a pretest/posttest. Findings indicated that, for the 1994 interns, increases in frequency were seen in 26 life skills; in 1995, only seven life skills showed an increase in mean frequency. Mentors thought this was a valuable opportunity for professional growth and renewal. Students found it a very valuable career awareness activity that provided personal and professional development. Descriptors: Agricultural Education, Career Awareness, Demonstration Programs, Extension Education

New Mexico State Univ., Las Cruces. (1985). Basic Skills: Dealing with Deficiencies. Research findings on college instruction and basic skills deficiencies are discussed in 12 papers from the first Regional Conference on University Teaching. Titles and authors are as follows: "Basic Skills: Dealing with Deficiencies" (Susanne D. Roueche, with responses by Gary B. Donart, Betty Harris, and James Nordyke); "Is Higher Education an Education Process or a Screening Process?" (Martin J. Blake); "A Model for the Development of Content-Area Basic Skills Courses and Its Implementation at a Liberal Arts College" (David E. Borrebach, Mark O. Farrell, Frederick Sproull); "Literacy and Writing: Making 'The Connection'" (Victoria C. Duckworth); "Critical Reading Deficiencies–Cause, Scope, Remediation" (Gerard Giordano); "Components of a Model Developmental Studies Program"  (Michael T. Hoban); "Improving the Basic Skills of Beginning Teachers Through the Use of Follow-Up Studies of Teacher Education Program Graduates" (Edward L. Kirk); "The Importance of Writing to Chemical Engineers" (Richard L. Long); "Cognitive Modifiability for Indian Engineering Students" (C. Lance Lujan, Marjorie Burr); "Teaching Critical Thinking in Higher Education" (James P. Marshall); "Working with Nontraditional Students: Women in Transition" (Kathleen O'Connor, L.J. Aasheim); and "An In-House Training Program to Correct Mathematics and Chemistry Deficiencies at Los Alamos National Laboratory" (Helena Whyte). Descriptors: Basic Skills, Beginning Teachers, Chemistry, College Instruction

London, Samuel B.; Cole, Jack (1985). Career Education Program for Exceptional Students: An Implementation Guide. This document provides guidelines for designing, implementing, and evaluating the effectiveness of a district-specific career education program for special education students. Part I lists 10 activities to design, implement, and evaluate a cost-effective career education program. Examples are included of the outcome of each activity. Activities are as follows: establish a career education committee, develop district career education goals, describe the current special education and vocational education programs, conduct an assessment of community and educational resources, develop a career education program, develop career education curriculum topics, receive staff input regarding the program, conduct a workshop to initiate the program, evaluate program effectiveness, and revise the program. Part II contains an example of a district's career education goals, data collection instruments (current special education and vocational education programs; special education's vocational education program and services; vocational services to special education students in vocational education personnel; parent, student, and graduate attitudes about special education program; employing special education students in community businesses; services to special education students by community agencies; program effectiveness feedback form), and examples of a career education program and career education curriculum topics. Appendixes include an architectural checklist, a glossary, and a 20-page bibliography. Descriptors: Career Education, Curriculum Development, Data Collection, Disabilities

New Mexico Research and Study Council, Albuquerque. (1983). Increasing Personal and Organizational Effectiveness. Treatise No. 2: "Characteristics of Effective Organizations.". Assessing an organization's effectiveness involves not only determining how successfully the organization achieves its stated objectives, but also ascertaining how thoroughly the needs of the individuals involved are met and how readily the organization can change to address the needs of both the organization and the individuals who compose it. Coordinating organizational efforts with individual efforts in such a way that organizational and individual goals become united increases the effectiveness of organizations. Responsiveness to new demands is particularly difficult for large, formally structured organizations. When faced with new demands, schools can adopt new forms suited to the new requirements or can develop new policies and values conducive to greater flexibility in problem-solving. Emphasizing an organization's formal structure at the expense of informal relationships tends to encourage values of rationality and task completion that in turn lead to the construction of organizational and personal defenses that obstruct the change and experimentation necessary when meeting new demands. Descriptors: Organizational Change, Organizational Development, Organizational Effectiveness, School Organization

Bernhardt, Steve; Laroche, Pierre (1991). The Write Stuff: Memos and Short Reports. An Offering of Step Ahead: A Partnership for Improved Health Care Communication. This coursebook provides materials for a course to improve the writing skills of workers in health care settings. The course is designed to be presented in eight sessions over a 4-week period. Stated objectives for the participant are as follows: feel more comfortable with on-the-job writing, understand and use a process approach to writing, be able to choose from several outlining and planning methods, choose effective language for both reporting and persuasive writing, and revise memos and reports with a clear purpose and an intended audience in mind. Introductory materials include course goals, outline, and four suggested writing assignments. The first section covers the communication triangle, purpose, and audience. The second section addresses these topics: the writing process, writing behaviors/styles, planning strategies, drafting strategies, and revising and editing. Worksheets are provided in the first two sections for some topics. Two tip sheets discuss reviewing someone else's writing and strategies for quick writing. Seven readings for the participant are provided: "Writing on the Job"; "A Model of the Writing Process"; "Business Writing–without Blood, Sweat, and Tears"; "Memos"; "Clear Writing Means Clear Thinking Means…"; "Keep It Short"; and "You Are What You Write: Model Memos for All Occasions." The final section contains examples of hospital writing.   [More]  Descriptors: Adult Basic Education, Adult Literacy, Allied Health Occupations, Basic Skills

Thomas, Gerald W.; Ferguson, Donald G. (1987). In Celebration of the Teacher. NMSU Centennial Publication Number 1. Part I of this book contains invited essays on the subject of teaching by six professional educators who are regarded as experts in their fields. The papers are: (1) "In Praise of Teachers" (Mark Medoff); (2) "What Makes a Good Teacher" (Donald C. Roush); (3) "A Distant Teacher" (David L. Colton); (4) "Characteristics of Good Teachers" (Barbara J. Simmons); (5) "Teachers Make the Difference" (Dewayne A. Matthews); (6) "On the Subject of Teaching" (Alan D. Morgan). The second part is made up of 137 testimonials from a variety of responsible people who were asked to comment on teachers in elementary, secondary, and/or higher education who made a difference in their lives. Part III contains observations on the patterns that emerge from the testimonials published in Part II. Findings are related to research results from a study based on the approach of asking excellent teachers about themselves and their practice. A brief summary of data with observations concludes this section of the book. An Epilogue follows containing the authors' tributes to teachers who they feel made a difference in their lives. Descriptors: Elementary Secondary Education, Higher Education, Outcomes of Education, Role Models

Dutson-Mallory, Cate; And Others (1990). Straight Talk. Communicating in Health Care Settings. An Offering of Step Ahead: A Partnership for Improved Health Care Communication. This coursebook provides materials for a course to improve the oral communication skills of workers in health care settings. The course is designed to be delivered in eight sessions over a 4-week period. Stated objectives for the participants are as follows: feel more comfortable with communication in the hospital, avoid becoming defensive or personally involved in a conflict, establish good communication with patients, recognize and deal with the emotions of others in a conversation, guide conversations to successful conclusions, and project a more professional image. Week one materials on good communication cover these topics: communicating in health care settings, why communication can be difficult, exploring the staff-patient relationship, and patient bill of rights. Week three materials address active listening, listening to understand people (empathy and body language), listening to understand the situation (paraphrasing and clarifying), and behaviors that shortcircuit communication. Topics of the third week focus on how to discuss, open versus closed questions, shortcircuiting discussion, guiding discussion, communication styles, and coping with criticism. The fourth week addresses these topics: following up, responding to conflict, confrontation, and problem people. Exercises and practice activities are provided for some topics.   [More]  Descriptors: Adult Basic Education, Adult Literacy, Allied Health Occupations, Basic Skills

Harden, Neva N.; And Others (1984). Frustration Is….A Handbook fo Managing Conflict in the Classroom. This manual presents an operational approach for teachers for dealing with classroom conflict. The first section discusses the dynamics of conflict including factors responsible for conflict such as differing value systems, individuals in conflict with authority, peer group disagreement, and turnover of students. The second section discusses managing classroom conflict and includes the topics of prevention, discipline, and mediation. The third section discusses activities for coping with conflict. A bibliography is included.   [More]  Descriptors: Change Strategies, Classroom Environment, Classroom Techniques, Conflict

Vaughn, D. Lanette; Vaughn, Paul R. (1985). Handbook for Rural Students: Finding Employment and Adjusting to Urban Areas. Revised Edition. Designed to help rural students find employment and adjust to life in urban areas, the handbook provides basic information in six subject areas. Part I focuses on getting to know yourself by assessing past activities, preferences, abilities, personality, limitations, and values. Part II explores aspects of jobs and careers: being career oriented, exploring career clusters, and locating available jobs and training. Part III discusses finding the right job, obtaining a social security number, completing job application forms, writing resumes, compiling sample portfolios, and preparing for an employment interview. Part IV considers self-employment and includes examples of successful companies which started small, characteristics needed for beginning a business, business in rural areas, where to get money to start a business, and publications to read about beginning a small business. Part V covers keeping and succeeding at a job, dealing with the boss, obtaining promotions, changing jobs, and losing jobs. Part VI presents material about adjusting to working and living in an urban area: combining job, personal, and family life; utilizing leisure time; using transportation; budgeting finances; and using service agencies. Each section includes appropriate sample forms and letters, worksheets, practice activities, and self-correcting review tests. Descriptors: Adjustment (to Environment), Career Planning, Community Services, Entrepreneurship

Harden, Neva N.; And Others (1982). Choosing What's Best for You. This document is a manual designed to help the user explore life relationships and choices. The manual is divided into the following sections: (1) Self-Image: How Do I View Myself? (2) Relationships: How Do I View Others? (3) Education: How Do I View My School? and (4) New Futures: How Do I View My World? The sections include checklists, discussion questions, and activities. The manual focuses on sex bias and sex stereotypes.   [More]  Descriptors: Career Exploration, Educational Environment, Interpersonal Relationship, Self Concept

Bernhardt, Stephen; And Others (1991). Communication for Supervisors. An Offering of Step Ahead: A Partnership for Improved Health Care Communication. This coursebook provides materials for a course to teach supervisors to communicate more effectively. The course is designed to be delivered in six sessions over a 3-week period. Stated course objectives for the participant are as follows: feel more comfortable with supervisory communication; understand language as a means of action and change; feel more comfortable praising, reprimanding, and setting goals; learn to use writing as a management tool; and project a more professional image. An introduction suggests four writing assignments. A section on manager communication contains materials on communication and communication styles. Speaking and listening are addressed in topics of the third section: improving performance with clear goals, active listening, body language, coping with criticism, and confrontation. An exercise on coping with criticism is provided. Writing is covered in the fourth section through these topics: the writing process, purpose and audience, drafting strategies, revising and editing, reviewing the writing of others, and writing tips. The next section presents six readings for the participant: "Communicating in Health Care Settings"; "Why Listening's Not as Easy as It Sounds"; "How to Run a Meeting"; "Writing on the Job"; "Memos"; and "Keep It Short." The last section contains other related materials, such as a sample hospital discipline policy, sample hospital performance evaluation and a communication skills self-assessment form.   [More]  Descriptors: Adult Basic Education, Adult Literacy, Allied Health Occupations, Basic Skills

New Mexico State Univ., Las Cruces. (1989). Developing Math Learning Skills: A Parallel Support Course for the Math-Anxious College Student. Anxiety toward mathematics is a persistent barrier to successful completion of a college degree for women and minorities. This program adapted materials and philosophies from other programs to meet the needs of students identified as impaired by mathematics anxiety in their pursuit of a college education. The program addresses both influencing students' attitudes and behavior and seeking to make changes in the standard learning environment. The background and objectives of the program are described. The 12 lessons included concern (1) Introductions and overview of math anxiety; (2) Collecting data and recording feelings toward math; (3) Examining math myths; (4) Developing a math vocabulary; (5) Reading mathematics; (6) Introducing problem solving; (7) Reducing test anxiety; (8) Evaluation; (9) Translating English into mathematics; (10) Discovering structure underlying algorithmic story problems; (11) Reviewing structure of algebra; and (12) Preparing for and taking examinations. In each lesson, the rationale, objectives, materials, activities, evaluation, and handouts are provided. The appendices contain materials on tutor information, student activities, and questionnaires.   [More]  Descriptors: College Mathematics, Course Content, Course Descriptions, Courses

New Mexico Research and Study Council, Albuquerque. (1983). Increasing Personal and Organizational Effectiveness. Treatise No. 3: "Understanding Sources of Organizational Conflict and Conflict Management Strategies.". Conflict within organizations must be managed to maximize its useful aspects while minimizing those that are dysfunctional. Conflict can be interpersonal or can stem from the structural characteristics of the organization. Sources of conflict include win-or-lose situations that reduce cooperation by fostering competition, incompatibility among the goals of organizational sub-units, and concerns about status and authority. Reactions to conflict include avoidance, limiting discussion to areas of agreement, forcing compliance with authoritative decisions, compromising, and collaboration. Among the strategies that can be employed in resolving conflict are increasing intergroup contacts, developing superordinate goals, and restructuring the organization. Administrators must learn appropriate management skills to know when and how to apply these strategies for maximal effect. Descriptors: Conflict, Conflict Resolution, Group Dynamics, Organizational Communication

Medina, Sue O. (1984). Manual for a Summer Reading Program. This manual provides suggestions for materials and projects to carry out a summer reading program for children based on a monster theme. The planning process outlined may be used as a "how-to" guide for developing summer reading programs on other themes as well. In addition to general guidelines, the manual provides information on the following aspects of a reading program: setting goals and objectives; a program schedule and checklist; planning; registration requirements; reading records; promoting the program; bulletin board suggestions with examples; activities and special events; incentives along the way; and evaluation of the program. Sample ideas for illustrations and masters suitable for reproduction are included. Two annotated bibliographies are also included, one listing reference books for the program planner and the other suggesting monster-related readings for children. Descriptors: Childrens Literature, Library Services, Preschool Children, Program Development

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