Bibliography: New Mexico (page 222 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Albuquerque. New Mexico Research and Study Council, Douglas G. Muller, James A. Pulver, Judith Lynn Holloway, Jeanette V. Martin, G. Rogers Smith, Manuel Justiz, Ruth Smith McKenney, Richard V. Teschner, and Santa Fe. New Mexico State Personnel Office.

New Mexico Research and Study Council, Albuquerque. (1983). Increasing Personal and Organizational Effectiveness. Treatise No. 6: "Promoting the Organization.". Understanding motivation is central to effective use of human resources. Cognitive and noncognitive theories have been developed to explain motivation. Cognitive theorists, including Maslow, argue that a person's behavior can be predicted when that person's internal needs, values, and feelings are understood. Noncognitive theorists consider conditioning a critical factor in behavior, citing externally provided rewards and punishments as primary motivating forces. No single theory incorporating all the variables in the workplace has been developed to explain behavior within organizations, though it is clear that the satisfaction of needs and the characteristics of reward systems, technologies, leadership styles, and job designs affect motivation in the workplace. Management attitudes toward human behavior often determine the nature of these organizational variables. The attitude that people are inherently opposed to work and must be controlled has been shown by research to foster management systems that are less effective than those based on the attitude that people seek responsibility and function best when left free to work toward their own objectives. Whatever attitude or theory is espoused, administrators who know and understand the organizational variables that affect motivation will have a greater range of effective management tools available. Descriptors: Administrator Role, Behavior Theories, Leadership, Motivation

Zintz, Miles V. (1969). What Classroom Teachers Should Know About Bilingual Education. Chapter I of this classroom teacher's guide to bilingual education discusses cross-cultural education and English language learning, with illustrations from Navaho, Alaskan Indian, Zuni, and Mexican-American cultures. It is stressed that teachers must be alert to the differences in languages, values, customs, and the cultural heritage of their students. They must understand their students' feelings, attitudes, and emotional responses. One way of life or one language for communication is not better, or "more right." than another. Chapter II discusses several basic linguistic principles and components of language. Some contrastive points of Spanish and English grammar and pronunciation are also presented, in non-linguistic terminology. In Chapter III, some techniques for teaching oral substitution, expansion, and transformation practices are illustrated. Chapter IV presents some techniques for developing vocabulary and briefly describes several TESOL texts. Chapter V defines and discusses some principles underlying bilingual education and cites programs observed in South Africa, Wales, Canada, and Miami, Florida. Materials for Spanish-English bilingual programs, and selected bilingual readings for classroom teachers are listed. Annotated bibliographies of studies on cultures, language, vocabulary, and TESOL texts are appended.   [More]  Descriptors: American Indians, Bibliographies, Biculturalism, Bilingual Education

New Mexico Research and Study Council, Albuquerque. (1983). Increasing Personal and Organizational Effectiveness. Treatise No. 4: "Time Management Techniques.". The ways in which time is utilized can be enhanced through careful management. The time to be allocated to various activities and objectives should be planned on a weekly basis in light of consciously set priorities. Commonly used but rarely useful strategies for time management include working faster and working longer, both of which lead to errors and fatigue. A study of the way great leaders utilize time revealed that such leaders are systematic and effective planners and decision-makers who are able to delegate responsibilities. Administrators seeking to manage their time efficiently should conduct assessments of their own use of time and the common traps into which they fall. Maintaining good physical and psychological condition is essential. Failure to accomplish objectives may not be a result of poor use of time, but may indicate that too many activities were scheduled, that task requirements were not sufficiently analyzed, or that too much time is being consumed by the minor unplanned activities. Descriptors: Administrators, Efficiency, Planning, Scheduling

New Mexico State Personnel Office, Santa Fe. (1974). Fundamentals of Supervision. The correspondence course in supervision is designed for adults interested in self development who hope either immediately or ultimately to assume supervisory responsibilities. Each of the 10 chapters contains an introduction, a statement of what should be learned from the chapter, written course material in paragraph and outline form, and a true-false or multiple choice test (no answers are provided). The chapter topics are: the supervisor, supervisor and leadership, understanding human behavior, human relations, delegation of authority, effective communications, dealing with problem workers, training workers, the employee interview and performance techniques, and supervisor's role in labor relations. Descriptors: Adult Education, Autoinstructional Aids, Communication Skills, Correspondence Study

McKenney, Ruth Smith (1976). An Analysis of Sound Blending Skills in Reading and Articulation Impaired Children. Analyzed was the performance of 36 third grade children with various reading and articulation skills in blending selected syllables across three modes of presentation. Ss were divided into three groups: one with normal reading and speech skills, one with below grade-level reading skills and normal speech skills, and one with grade-level reading skills but exhibiting an articulation problem characterized by one or more defective speech sounds. Each S received a list of 81 stimuli divided into three modes of presentation (auditory, visual, and auditory-visual) within each of three mode types–vowel-consonant (VW), consonant-vowel-consonant (CVC), and consonant vowel-consonant (CV-C). CVCs were all familiar words while VCs were either real or nonsense words. Results indicated a significant effect for mode of presentation and syllable type, with the below grade-level reading group yielding the poorest performance in terms of correct responses in all modes and on all syllable types. The group with defective speech sounds usually produced the highest number of correct responses in all modes and on all syllable types. CV-C appeared to be the easiest syllable type to blend in all groups while CVC was the hardest. Descriptors: Articulation Impairments, Articulation (Speech), Consonants, Elementary Education

Fullerton, Henry Mac (1968). The Development of a Proposed Model for Locating and Establishing Comprehensive Public Community-Junior Colleges in the United States. This study sought to develop a predictive model for use by educational decision makers in establishing junior colleges, as more needs and costs become known and more precise bases for judgment are needed. Decision-making models were considered suitable for this study. Correspondence with officials produced a valid list of criteria and identified trends in college establishment. Questionnaires sent to the administrators of 113 selected colleges brought the 48 responses used in this study. The 73 criteria they identified were reduced to 21 by factor analysis. A form, sent to officials in certain states, rated their colleges on 27 facets of operation. A score was calculated for classifying the success of the school. A discriminant analysis procedure provided a way to determine (1) the accuracy of classification, (2) the contribution of each criterion to the classification, and (3) the structure of the model. This model was shown as a chart, a worksheet that anyone could use. The trend in establishment criteria was toward more long-range state planning, with allowance for local needs. As demands increase, planners need more precise ways of acquiring data for their decisions. No precise formula of establishment or of determining the quantitative effect of any criterion was revealed. Education managers have not used current management information systems. The criteria that best predict institutional success were identified; this showed the feasibility of using refined quantitative approaches to solve other educational problems. Descriptors: College Planning, Data Processing, Decision Making, Doctoral Dissertations

Muller, Douglas G. (1970). The Effect of Letter Training on the Acquisition of Word Reading Skills. Final Report. Two experiments aimed at extending the principles of paired-associates learning transfer to the acquisition of reading skills are reported. Approximately 15 first graders were randomly assigned to each of the 10 treatment conditions. In the first experiment, four types of letter training were compared to two control conditions. The experimental conditions were (1) high phonic correspondence between letter name and sound (ABAcBc), (2) high mediating correspondence between letter name and sound (ABAcB'c), (3) low correspondence between letter name and sound (ABAcCc), and (4) first task observation of letter stimuli (AOAcBc). The control conditions were (1) warm up (ABCcDc) and (2) no letter training (–AcBc). Results showed a significant effect attributable to presentation method, with the ABAcBc and ABAcB'c tasks producing the greatest transfer and AOAcBc producing the least. The second experiment used preliminary training in mediational cues in ABAcBc to determine whether this would increase transfer to the second task. Three groups, ABAcBc, ABAcCc, and –AcBc, were compared. Results showed that training improved performance significantly. Conclusions reached after the two experiments were that (1) the ABAcBc paradigm produced maximum transfer, indicating that a phonics approach to reading is the most efficient and (2) mediation skills training is valuable in tasks such as these. References are included.   [More]  Descriptors: Beginning Reading, Grade 1, Language Research, Paired Associate Learning

Valdes-Fallis, Guadalupe, Ed.; Teschner, Richard V., Ed. (1978). Teaching Spanish to Native Speakers of Spanish: A Collection of Model Syllabi. Eighteen model syllabi are presented for teaching Spanish to native speakers of Spanish. The syllabi were produced during a summer institute, entitled "Teaching Spanish to Native Speakers of Spanish," in order to meet the unique language situation of U.S. hispanophone students. Traditional lower division Spanish-as-a-foreiqn-language courses are totally inappropriate for the fluent or almost fluent native speaker. At the same time these U.S. hispanophone students have had little exposure to written Spanish since they have been educated from the early grades in English. The need for specially-designed sequences of one to four semesters of language instruction to develop the natively-acquired language resources the students bring to the classroom led to the summer institute program. The institute brought together individuals already involved in teaching Spanish to native speakers. The central objective of the institute was the improvement of curriculum not only at participants' institutions but also across the nations. Descriptors: Bilingual Students, College Language Programs, Course Descriptions, Curriculum Development

Justiz, Manuel, J.; And Others (1980). A Directory of Hispanic and American Indian Higher Education Programs. The information in this directory is presented to help students learn about specific Hispanic and American Indian higher education programs and services available from a large number of universities and colleges throughout the United States. For ease in use, the colleges and universities are organized in the directory by state. An alphabetical index of institutions as well as an academic program index are provided to help the reader locate programs of interest. General institutional information and a description of programs and services of special relevance to Hispanics and American Indians are included in each college entry. The address information is presented first, followed by a summary of the type of institution, student enrollments, campus housing available, and tuition and fees of the colleges. Support services available to students are described. Information is provided concerning clubs and organizations sponsored by the institution for Hispanics and American Indians: Hispanic and Mexican American staff and faculty members; courses of study offered; institutionally operated service centers; research centers; special library collections; and community support services. A summary description of the special projects and programs offered that may be of particular interest to Hispanics and American Indians is also provided. Descriptors: American Indian Education, American Indians, Community Resources, Counseling

Pulver, James A., Ed. (1973). The Role of the Consumer In Assuring Quality Health Care. Based on the work of a task force of sixty-eight professionals (from medical and other related occupational fields) who met to define the role of the consumer in the improvement of the quality of his own health care, lists of positive directives for consumer action are presented under each of the following categories: access to health care, compliance with health care instruction, continuity of health care, and the outcomes of health care. A second set of lists focuses on the role of the consumer in overcoming barriers to quality health care, barriers relating to communications, cultural patterns, and cost. The appendixes, covering a major portion of the document, include the explanation of the origin of the conference and the charge, development of the plans, all conference addresses, and the evaluation. Descriptors: Communication Problems, Conference Reports, Consumer Education, Consumer Protection

Hosford, Philip L.; Martin, Jeanette V. (1980). Historical Analysis of Videotape Usage in Predicting Teacher Effectiveness. A Presentation in the College of Education Dialogue Series. A review of past methods of observing teacher behavior is presented, with comment on the relative effectiveness of each method provided. A research model using videotape recording of teachers' in-classroom behavior is suggested, and information given concerning the current use of similar methods of observation. Descriptors: Academic Achievement, Behavior Patterns, Educational Research, Evaluation Methods

Holloway, Judith Lynn (1976). An Analysis of the Visual and Auditory Aspects of Sound Blending Including Central Auditory Integration as Measured on the Maid. Final Report. Analyzed was the performance of 30 children with normal reading and speech skills on various blending tasks. There were three groups of ten Ss each with each group receiving one of three modes of presentation: auditory, visual, or auditory visual. The stimuli consisted of 150 consonant-vowel (CV), vowel-consonant (VC), and consonant-vowel-consonant (CVC) syllables. CVCs were all familiar words; CVs were all nonsense words and VCs were either real or nonsense words. In the auditory mode, sound segments representing the phonemes of the syllables were spoken at stimulus onset asynchrony (SOA) times of 500, 750, and 1000 milli-second; in the visual mode, letters corresponding to the phonemes of the syllables were projected serially at the same SOA times; and in the audio-visual mode, letters and sound segments were presented concurrently. Ss responded by speaking the syllable which had been presented in segments. Results indicated a significant effect for mode of presentation, with auditory-visual yielding the most and auditory the fewest correct responses. Syllable type also had a significant effect; CVCs presented in two segments (C-VC or CV-C) were easier than C-V, V-C, or C-V-C. Meaning and rate of presentation did not have a clear effect on performance. Descriptors: Auditory Stimuli, General Education, Phonemes, Research Projects

New Mexico Research and Study Council, Albuquerque. (1983). Increasing Personal and Organizational Effectiveness. Treatise No. 5: "Maintaining Successful Communications.". Communication is an ongoing, dynamic process involving both transmitting and receiving verbal and nonverbal messages. To be fully functional, communication must include a feedback component that allows assessment of the effectiveness of the communication. Models of communication stress various relationships between senders and receivers, focusing on their attitudes, perceptions, and objectives. Other models address the factors affecting the ability of communicators to transmit meaning directly. The communication of a variety of information is vital to organizational success. Organizational communication systems have three components: the design of the formal communication subsystem, the organizational climate, and the interpersonal skills of those communicating. To understand an organization's communication fully, administrators must be aware of the needs, desires, and skills of the individuals making up the organization. Among the communciation skills individuals can develop are listening skills, listening behaviors, recognition of a listener's inability to assimilate additional information, skills in both small-group interaction management and public presentation, writing skills, and the ability to recognize indications that those receiving messages are not perceiving the intended meanings. Descriptors: Communication Problems, Communication Skills, Communication (Thought Transfer), Group Dynamics

Smith, G. Rogers (1975). Meeting Making Manual. Resources for planning adult education events are provided in this manual. Four major sections, with subdivisions, are presented: (1) Pre-meeting Preparation (the planning committee, goals and objectives, facilities and equipment, and leadership); (2) The Meeting (orientation and opening, working toward the objectives, people factors, and closing); (3) After the Meeting (evaluation); and (4) References and Resources (bibliography and addendum, publishers, simulations, media, personnel resources, training programs, and training centers). The first two sections, covering methods and processes for planning and conducting a meeting, comprise a major portion (123 pages) of the manual. Descriptors: Adult Education, Equipment, Evaluation Methods, Group Discussion

Kleine, Louis W. (1968). Development and Testing of an Experimental Mobile Instructional Facility for Applied Courses in Engineering Technology. The experimental pilot project was conducted to determine whether students who take the laboratory phase of an engineering technology applied electricity course in a mobile laboratory at branch schools demonstrate proficiency comparable to students who take the applied electricity course in permanent facilities at the parent institution. The project design used the type of laboratory as the independent variable and an achievement test as the dependent variable. Analysis of co-variance was used with the pre-test scores held constant. The mobile laboratory was used 1 day each week at two branch schools and provided space for 16 students with equipment similar to the laboratory equipment at the parent institution. During the first operational period no significant differences were found between the final achievement test scores of students using the permanent laboratory and those using the mobile laboratory. However, during the second operational period final achievement scores of the students using the permanent laboratory were significantly higher, and it is inferred that the permanent laboratory facility makes for better proficiency in applied electricity than does the mobile laboratory facility. The appendixes present pictures of the mobile facility, a course outline for the applied electricity course, and a sample pretest, post test.   [More]  Descriptors: Comparative Analysis, Control Groups, Course Content, Electricity

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