This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include George J. Soete, Cris Garza, Santa Fe. New Mexico State Library, Glen Zimmerman, Nada Ballator, Jean F. Andrews, Fiona Herr, Ashley F. Sullivan, Washington National Employer Leadership Council, and Vicki S. Everhart.
(2001). Gaining Retention and Achievement for Students Program (GRASP): A Faculty Development Program To Increase Student Success. This study investigated the effects of a faculty development program offered to increase positive interactions between students and faculty and the effects of these interactions on student achievement and retention. The Gaining Retention and Achievement for Students (GRASP) program supports the accreditation process of the Accreditation Board of Engineering and Technology through faculty development. Students enrolled in eight engineering classes completed an interactive learning style instrument to show their preferred learning styles. Observations of selected civil engineering and mechanical engineering classes at New Mexico State University and documentation of student interactions supplemented the learning style information. Data were compiled for 677 students in 8 classes. There was an average increase of 9% in student retention and achievement from the semester before the faculty participated in the program to the current semester. These results were measured through students' final course grades and the number of students failing or withdrawing from the courses. The increases were especially noted for female students. The semester before the interaction project, some courses had a retention/achievement rate for female students as low as 50%. [More] Descriptors: Academic Achievement, Cognitive Style, College Faculty, Engineering
(1999). Management of Library Security. SPEC Kit 247 and SPEC Flyer 247. This SPEC (Systems and Procedures Exchange Center) Kit and Flyer reports results of a survey conducted in January 1999 that examined how ARL (Association of Research Libraries) member libraries assure the safety and security of persons, library materials, physical facilities, furnishings, computer equipment, etc. Forty-five of the 122 ARL member libraries responded to the survey. Results are summarized in the areas of planning, managerial personnel, day-to-day management, and evaluation. A checklist suggests inexpensive strategies to improve security. A copy of the questionnaire with responses is provided. Representative documents include: (1) general policy or purpose statements from the Library of Congress, National Library of Canada, and University of New Mexico; (2) rules of conduct from Georgia Tech University and McMaster University (Ontario); (3) personnel roles and responsibilities from the University of New Mexico and University of Texas; (4) emergency manuals from the Massachusetts Institute of Technology, Ohio State University, Georgia Tech University, Purdue University (Indiana), University of Rochester (New York), and University of Texas; (5) incident report forms from Ohio State University, University of Rochester, University of Texas, Washington University (Missouri), University of Nebraska-Lincoln, and York University (Ontario); and (6) training aids from the Library of Congress and University of Texas. A list of selected book, journal, and web site resources is included. [More] Descriptors: Academic Libraries, Computer Security, Foreign Countries, Higher Education
(2001). Changes & Challenges for Rural Schools, SEDLetter. This theme issue of the newsletter SEDLetter contains articles about the challenges facing rural youth, communities, and schools, and the ways that rural schools are meeting those challenges. "When Rural Traditions Really Count" (Ullik Rouk) outlines the rural situation with regard to adolescent substance abuse, youth gangs, teen pregnancy, homelessness, poverty, and lack of services, and suggests school-community strategies for prevention and intervention. "Service Learning Sparks Community and Student Achievement in Balmorhea" (John V. Pennington) describes serving learning initiatives in a small Texas school and subsequent improvements in student achievement. "Change Is a Constant at Cochiti" (Pamela Porter) describes Montessori and multi-age approaches at a small New Mexico school and professional development efforts focused on curriculum development and accountability. "Oklahoma's Master Teachers Project Leads Teacher along a Professional Path" describes a study-group approach to professional development for science and math teachers. "Changing Practice To Meet Student Needs in Humphrey" (John V. Pennington) examines a small Arkansas school's effort to promote instructional coherence and develop consistency in student evaluation across grade levels. "Parkin Elementary School Networks for Success" (John V. Pennington) discusses a small Arkansas school's participation in the Reading Success Network. "Resources for Rural Schools" (Leslie Blair) describes general rural resources and resources related to service learning, mental health issues, after-school programs, and the links between school improvement and community development. Sidebars describe after-school programs, a cultural approach to substance use prevention, and Cochiti's improved math scores. [More] Descriptors: Change Strategies, Educational Change, Educational Improvement, Elementary Secondary Education
(2001). SELF (Supports for Early Learning Foundations): A Non-Directed Model Demonstration Project. Final Report. This final report describes achievements and activities of Project SELF (Supports for Early Learning Foundations), a federally funded project in New Mexico which developed, evaluated, and replicated an innovative model that provides strategies for early interventionists and families to support early learning foundations. The project identified local and national needs; developed, implemented and evaluated a pilot Self Observation Process; and developed a curriculum for supporting children's self-regulation adaptive strategies. Project SELF developed a model of regulation that consists of five domains of regulation: neurophysiological, behavioral, emotional, social-communicative, and environmental. The SELF Assessment-Intervention process includes a family interview, an observational assessment tool, and a strategies menu for each daily routine of concern. The project disseminated information to over 400 people through workshops, conference presentations, and preservice lectures. It also developed a self-contained training package that includes a training manual, accompanying CD-ROM, assessment-intervention protocols, and a family participation guide. Individual sections of the report address the project's goals and objectives, theoretical framework, participants, methodological problems, evaluation findings, impact, and future activities. Six extensive appendices detail project development, dissemination and training activities, and provide project forms. (Contains 12 pages of references.) [More] Descriptors: Child Development, Curriculum Development, Disabilities, Early Intervention
(2001). Charter Districts: Much Fuss, Little Gain. At first glance, charter districts seem to offer an inventive way to conduct the business of schooling. While charter schools extend a new, but relatively small, building-focused alternative to educational consumers, charter districts have the potential to free public education at a much larger level and with a more comprehensive scope. This paper seeks to answer questions about whether a superintendent should seek charter status for an entire district and whether the opportunity should be seized, if available under state law, to convert a district to charter status. The rationale for charter districts is first explained. Next, the charter-district legislation in Michigan, Pennsylvania, California, Florida, Georgia, New Mexico, and Texas is analyzed. Third, the experiences of administrators in different charter districts are discussed and summarized. Finally, the evidence culled from their experiences is examined, suggesting that charter districts have the potential to become a major force in American education. At present, charter districts are still strongly influenced by community traditions and conservative parent-held values. These factors combine in complex ways with the district's desire for change and the need to conduct it in politically safe ways. The paper concludes with a list of charter districts nationwide. [More] Descriptors: Change Strategies, Charter Schools, Elementary Secondary Education, Nontraditional Education
(1974). Libraries of New Mexico. New Mexico State Library Annual Report, 1972-1973. In its annual report, the New Mexico State Library reviews its fiscal 1973 activities in pursuance of the state five-year program for library development. Despite cuts in federal funding, several advances are reported: the foundation of NEMISYS, the state library's portion of the statewide information network, increased information outreach to rural citizens through Books-by-Mail and more bookmobile coverage, a testing of combined city/county library services by the Santa Fe Public Library, new programs for senior citizens and in hispanic resources, and increased funding for book purchase in academic libraries. Also in this report are the state library's financial report, statistics on New Mexico's public, academic, institutional and special libraries, and a statewide library directory. [More] Descriptors: Annual Reports, Directories, Library Expenditures, Library Extension
(2002). Rapid Growth of Hispanic Populations in Western States. The Changing Face of the Rural West. WRDC Information Brief. Between 1990 and 2000, the Hispanic population of the West increased by 54 percent, compared to a 13 percent increase for non-Hispanics. The Hispanic population now represents 25 percent of the West's population, up from 19 percent in 1990. This information brief describes the increase in Hispanic populations in the West from 1990 to 2000 and discusses the impacts of increasing diversity on 11 western states: Montana, Wyoming, Colorado, Arizona, Idaho, Utah, Nevada, New Mexico, California, Washington, and Oregon. Primarily of Mexican origin, the West's Hispanics have increased due to both immigration and natural increase. Noteworthy features of the West's Hispanic population is that it is becoming younger, is becoming more rural, is seeking entry-level jobs, and is unevenly distributed geographically. The impact of these changes will be multi-faceted and will include pressure on schools to accommodate growing numbers of Spanish-speaking students and parents. The fact that growth is proportionately more rapid in rural places means that affected schools may already be cash-poor and may need additional resources to serve these students. The youthfulness of the population will also increase pressure on entry-level jobs. The Hispanic population will affect the West's health care system, economy, and political system. But the greatest impact may well be on the social fabric of the West, as formerly homogeneous states experience increasing ethnic diversity. Supporting data tables present total and Hispanic population figures, 1990 and 2000, for every county in the 11 states, covering four age groups: under 18, 18-34, 35-64, and over 64. [More] Descriptors: Age Groups, Census Figures, Educational Attainment, Educational Needs
(2002). Hunger and Food Insecurity in the Fifty States: 1998-2000. Noting that the persistence of hunger and food insecurity in the United States is an issue of pressing social and public health concern, this study examined the magnitude and severity of hunger and food insecurity in U.S. households in each of the 50 states and the District of Columbia. Data were obtained from the August 1998, April 1999, and September 2000 Food Security Supplements of the Current Population Survey, a survey of about 50,000 households at state and national levels. The full interviewed sample represents the total national and state-level non-institutionalized population. Among the major findings of the study were that over 11 million households containing more than 33 million individuals reported limited or uncertain access to sufficient food due to inadequate resources. Nearly 3.3 million households reported hunger. At the state level, food insecurity and hunger varied considerably during 1998 to 2000, with the prevalence of food insecurity ranging from a low of 7.5 percent of households in New Hampshire to a high of 15.9 percent in New Mexico. The national rate was 10.8 percent. A band of states running from the Pacific Northwest through the Gulf of Mexico continues to demonstrate higher than average food insecurity and hunger rates. California, Texas, and Florida accounted for nearly a third of all individuals living in food insecure households. (Data tables present state prevalence rates of food insecurity and hunger, number of food insecure and hungry households, number of individuals in food insecure and hungry households–adults and children, and estimated margins of error for numbers of individuals in food insecure and hungry households–adults and children). Descriptors: Children, Family (Sociological Unit), Hunger, Incidence
(1999). Educator Exchange Resource Guide. This resource guide was developed for teachers and administrators interested in participating in intercultural and international exchange programs or starting an exchange program. An analysis of an exchange program's critical elements discusses exchange activities; orientation sessions; duration of exchange; criteria for participation; travel, lodging, and meals; and securing financial support. Two educator exchange programs sponsored by the Southwest Educational Development Laboratory are described: New Mexico's Teacher-Ambassador Exchange Program between schools in New Mexico and in Guadalajara and Monterrey, Mexico; and an exchange between Richardson (Texas) and Ciudad Victoria (Tamaulipas, Mexico). After these two exchanges, U.S. and Mexican participants met in focus groups to reflect on their experiences. Comments focus on educators' increased awareness of the host culture, opportunities to practice the host language in homes and communities, and increased awareness of similarities and differences between the two countries' educational systems (school schedules and activities, curriculum, instructional practices, instructional materials, use of technology, language instruction, roles of parents and teachers, and teacher certification and development). Profiles of seven active exchanges between U.S. educators and those in Mexico or Spain include contact information, program characteristics, goals, activities, and host site information. Mexican institutes and cultural centers in the United States are listed, as are education offices of the Spanish Embassy. Appendices discuss data collection and present focus group questions in English and Spanish. [More] Descriptors: Cross Cultural Training, Cultural Awareness, Educational Practices, Foreign Countries
(2002). Preventing School Dropout and Ensuring Success for English Language Learners and Native American Students. CSR Connection. This Spring 2002 issue of the occasional paper, CSR Connection, reports on information that builds the capacity of schools to raise the academic achievement of all students. The success of English language learners and Native American students in U.S. public schools has been, and continues to be, impeded by deep "disconnects" between schools and students' families and communities. Effective strategies to address these disconnects were the focus of a regional forum in Albuquerque, New Mexico, in June 2001. Policymakers, researchers, and practitioners made the case that these disconnects persist because the educational system was designed for a mainstream middle-class student, and its policies and practices have not changed or been adapted to serve the needs of culturally and linguistically diverse students. Participants called for policy and practice to transform school systems so that their relationships with families and communities become more responsive, collaborative, and student-centered. Forum participants identified key issues and effective strategies for building connectivity in four areas: connecting students with an academically rigorous curriculum that is culturally and socially relevant; connecting teachers with the knowledge, skills, and professional environment they need to be effective in linguistically and culturally diverse environments; making all levels of the system accountable for student success; and connecting schools and families in collaborative partnerships. Although a broad range of effective strategies was provided, participants emphasized that deeply entrenched patterns of school failure present a complex problem requiring comprehensive changes at every level. (Contains a glossary, a list of participants, and 13 resource Web sites.) [More] Descriptors: Accountability, American Indian Education, Conferences, Curriculum Development
(1997). NAEP 1996 Science State Report for New Mexico. Findings from the National Assessment of Educational Progress. In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments were made. The sample was designed to represent the 8th grade public school population in a state or territory. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools, took part in the NAEP state science assessment program. The NAEP 1996 state science assessment was at grade 8 only, although grades 4, 8, and 12 were assessed at the national level as usual. The 1996 state science assessment covered three major fields: earth, physical, and life sciences. In New Mexico, 2,377 public school and 230 nonpublic school students in 90 public schools and 13 nonpublic schools were assessed. This report describes the science proficiency of New Mexico eighth-graders, compares their overall performance to students in the West region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the three major fields, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their science teachers, and principals completed questionnaires which focused on: instructional content (curriculum coverage, amount of homework); delivery of science instruction (availability of resources, type); use of computers in science instruction; educational background of teachers; and conditions facilitating science learning (e.g., hours of television watched, absenteeism). On the NAEP fields of science scales that range from 0 to 300, New Mexico students had an average proficiency of 141 compared to 148 throughout the United States. The average science scale score of males was higher than that of females in New Mexico; nationwide, however, the performance of males did not differ significantly from that of females. At the eighth grade, White students in New Mexico had an average science scale score that was higher than those of Hispanic and American Indian students. In New Mexico at grade 8, the average scale score of public school students (141) was lower than that of nonpublic school students (164). [More] Descriptors: Academic Achievement, Academic Standards, Educational Change, Grade 8
(2001). Critical Pedagogy in Deaf Education: Teachers' Reflections on Implementing ASL/English Bilingual Methodology and Language Assessment for Deaf Learners. Year 4 Report (2000-2001). USDLC Star Schools Project Report. The Star School staff of the Engaged Learners project at the New Mexico School for the Deaf in Santa Fe has completed its fourth year of a 5-year federally-funded program. This project aims to improve language-teaching practices of teachers who work with learners who are deaf by providing training in current bilingual theories and pedagogical techniques, including Engaged Learning practices, through a convergence of Internet, Web, and distance learning technologies. The project promotes proficiency in American Sign Language (ASL) and English for all students based on the belief that bilingualism enhances cognitive, social, and linguistic growth. This publication describes the projects fourth year activities and the overall project impact. Information is provided on: (1) participating teachers and mentors; (2) training materials; (3) teachers experimentation with ASL/English bilingual assessment for students with deafness and teachers written reflections on the training; (3) teachers utilization of technology while using ASL and English; (4) plans to refine and revise the staff development model in the projects fifth year; and (6) the establishment of the Center for ASL/English Bilingual Education and Research. More than 163 teachers and over 500 students participated during the first 4 years of the project. [More] Descriptors: American Sign Language, Biculturalism, Bilingual Education Programs, Bilingual Students
(2002). The American Indian and Alaska Native Population: 2000. Census 2000 Brief. This brief summarizes data from Census 2000 on the American Indian and Alaska Native (AI/AN) population and discusses its distribution at national, regional, and state levels. This information is intended for all levels of government to use in implementing and evaluating programs related to education, employment, health care, job training, civil rights, and housing. On April 1, 2000, 4.1 million persons–1.5 percent of the U.S. population–reported their race as AI/AN. This number included 2.5 million reporting AI/AN only and 1.6 million reporting AI/AN in combination with another race. Of all respondents who reported AI/AN, 43 percent lived in the West and 31 percent lived in the South. About 25 percent lived in California and Oklahoma combined. At 19 percent, Alaska had the highest proportion of AI/AN population, followed by Oklahoma (11 percent) and New Mexico (10 percent). American Indians and Alaska Natives were the majority of the population in 26 counties, located in eight states of the West and Midwest. Locations of clusters of counties with high AI/AN proportions are described. Among large cities, the largest AI/AN populations were found in New York and Los Angeles, which together accounted for 3.4 percent of the total AI/AN population. American Indian tribal groupings with 100,000 or more people were Cherokee, Navajo, Latin American Indian, Choctaw, Sioux, and Chippewa. Alaska Native tribal responses and patterns of mixed-tribal responses are also discussed. (Contains 11 data tables and figures.) [More] Descriptors: Alaska Natives, American Indians, Census Figures, Demography
(2001). Best Practices in School-to-Careers: The Utilities Industry. This document highlights the school-to-careers (STC) partnerships connecting workplace experiences to classroom learning to prepare students for successful employment in the utilities industry. First, the current state of the utilities industry and careers in the utilities industry are reviewed. Next, the following organizations and employers are profiled: (1) the National Employer Leadership Council (NELC) Employer Participation Model (a resource for employers considering involvement in STC and education and community organizations seeking ways to reach out to employers); (2) Public Service Company of New Mexico, Albuquerque (conducting career talks to cultivate awareness of the energy field); (3) Detroit Edison (providing practical hands-on experience for young people to examine how computer science, engineering, and business administration apply in the real world); (4) Xcel Energy Corporation of Minneapolis, Minnesota (offering students opportunities to shadow with employers working in electrical and natural gas operations); (5) Williams (Tulsa, Oklahoma) (providing postsecondary internships in the natural gas industry); (6) Duke Power (Charlotte, North Carolina) (enhancing the knowledge, skills, and perspectives of science teachers); (7) New York State Electric and Gas, Lansing (energizing energy curricula); and (8) UGI Utilities, Inc. (Reading, Pennsylvania) (teaching employers and the community how to become involved in career awareness and development activities in school and at work). Concluding the booklet are strategies for getting involved in STC and a glossary. [More] Descriptors: Career Awareness, Career Exploration, Curriculum Development, Education Work Relationship
(1999). Contextual Teaching and Learning Teacher Education Programs. This report documents best practices in teacher education at five universities (George Washington University, Western Oregon University, the University of Louisville, Colorado State University, and the University of New Mexico). The universities were part of a project to identify and document how contextual teaching and learning can improve student achievement. Contextual teaching and learning involves teachers relating subject matter content to real world situations and helping students make connections between knowledge and its applications to their lives. The report contains five articles on best practices: "An Extraordinary Partnership Benefits Both Students and Teachers in Urban Areas" (George Washington University); "New State Standards Lead to Dramatic Changes in WOU's Teacher Education Program" (Western Oregon University); "Kentucky Education Reform Act Drives Educational Change" (University of Louisville); "Innovative Teacher Education Programs are a Success at CSU" (Colorado State University); and "A Long-Standing Partnership Benefits Pre-Service and In-Service Teachers" (University of New Mexico). A final article is entitled "The Office of Vocational and Adult Education and the National School-to-Work Office Fund Seven New Projects." [More] Descriptors: Academic Achievement, College School Cooperation, Context Effect, Educational Change