This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Paul Murphy, Santa Fe. New Mexico State Commission on Indian Affairs, Walter G. Stephan, M. Elizabeth Nielsen, Journalism Quarterly, Santa Fe. Assessment and Evaluation Unit. New Mexico State Dept. of Education, Cookie White Stephan, Las Cruces. Southwest Regional Resource Center. New Mexico State Univ., Vicente J. LLamas, and Santa Fe. New Mexico State Board of Educational Finance.
(1969). Navajo Reading Study. Progress Report No. 4, December 1969. A summary of the discussions of the Navajo Reading Study Conference, held on December 4-5, 1969, in Albuquerque, New Mexico, was presented in this report. A group of consultants met to discuss the collection of data and its analysis for a study on Navajo reading materials and the language of 6-year-old Navajo children. The consultants included Mr. Kenneth Begishe, Shonto, Northwestern University; Professor Garland Bills, The University of New Mexico; Professor Kenneth Hale, Massachusetts Institute of Technology; Mr. William Morgan, Sr., Navajo Community College; Mr. Paul Platero, Navajo Community College; Professor Bruce Rigsby, The University of New Mexico; Professor Oswald Werner, Northwestern University; Mr. Robert Young, Bureau of Indian Affairs; and Mr. Bernard Spolsky, Director of Navajo Reading Project. The consultants pointed out the inadequacies of a freely collected sample, the probable need for careful eliciting of appropriate words and forms, and the strategies to be followed in further developments of this study. A related document is ED 059 810. [More] Descriptors: Bilingual Education, Conference Reports, Consultants, Language Acquisition
(1997). The Educational Horizon Shifts South for U.S. Border Colleges, Black Issues in Higher Education. Inspired by the North American Free Trade Agreement (NAFTA), community colleges throughout the Southwest (Arizona, California, New Mexico, Texas) are developing curricula catering to the growing number of students seeking careers linked to hemispheric trade. The rush for cross-border collaboration (exchange programs, sabbaticals, cultural tours, enhanced foreign language programs) is trade-oriented, and the definition of "community" has expanded. Descriptors: Community Colleges, Curriculum Development, Economic Change, Educational Trends
(1997). Legislative Report. 43rd Legislature, First Session, 1997. This report provides an overview of legislative actions relating to higher education in New Mexico during fiscal year 1997-98. The governor signed into law approximately $485 million in appropriations from the state general fund for the operation of higher education institutions and programs in 1997-98, a decrease of 0.5 percent from the current fiscal year. The legislature supported the priority request of the New Mexico Commission on Higher Education for $2.6 million in additional appropriations to address the workload increases generated by two- and four-year institutional funding formulas, but then cut four-year instruction and general funding by 1 percent, or about $2.6 million. The governor also vetoed a compensation increase of 2 percent for higher education, public schools, and state government. State financial aid experienced some decreases, but on the whole this should not adversely affect students, since total aid expenditures were held flat to the current year. Appended are summaries of New Mexico House and Senate bills affecting higher education that passed or that did not passed. [More] Descriptors: Capital Outlay (for Fixed Assets), Compensation (Remuneration), Educational Finance, Educational Policy
(1982). Competency-Based Inservice Training for Personnel Serving Handicapped Preschoolers. Final Report. Teachers who have been trained to work with normal young children (early childhood certification) or with older handicapped children (special education certification) are often unprepared to assume the multiple responsibilities of the teacher of preschool handicapped children. The purpose of this project was to address this need by implementing and maintaining a competency-based inservice training program within the College of Education at New Mexico State University (NMSU). The project's service delivery model was designed to reflect the state's rural remoteness (e.g., summer campus-based training with field-based academic year "special problems" follow-up) and tricultural diversity. During the second and third years of the project, 28 leadership personnel were brought to the NMSU campus for 5 weeks of intensive didactic and "hands-on" inservice instruction. In-state tuition and $75-a-week traineeships were provided by the project. The majority of these personnel (representing 23 or 72% of New Mexico's 32 counties) are currently providing inservice training upon request in their own or contiguous counties and employing project-acquired competencies in their home programs. Among project-supported activities were provision of a regional infant, toddler, and preschool education of the handicapped conference attended by 74 New Mexico preschool personnel and development of of a materials collection within NMSU's College of Education. [More] Descriptors: Bilingualism, Competency Based Teacher Education, Cultural Pluralism, Delivery Systems
(1997). UCAN: A Four-State Rural Systemic Initiative. Year Two Performance Effectiveness Review (PER). The Utah, Colorado, Arizona, New Mexico-Rural Systemic Initiative (UCAN-RSI) supports systemic reform of mathematics, technology, and science education for rural students in its states, focusing on schools with high enrollments of American Indian and Hispanic students. This performance effectiveness review covers UCAN's progress during its second year (September 1996-August 1997) and up to 3 months into year 3. During year 2, UCAN accelerated its implementation of standards-based science and math curricula in the classroom, building capacity and intensifying its involvement with focus communities through a comprehensive professional development effort. UCAN worked with 102 focal schools during year 2 with at least 25 percent of math and science teachers at each school receiving at least 60 hours of professional development. These schools have a total enrollment of 29,024 students with 46 percent being American Indian and 34 percent being Hispanic. UCAN's efforts to track mathematics and science achievement data in its schools are briefly described. UCAN's six coalitions are described, each with a representative school or district and its performance indicators in 10 areas. The coalitions and their schools/districts are Southern Colorado Coalition (North Conejos School District); Ute Four Corners Coalition (Ignacio School District, Colorado); New Mexico County Coalition (Taos School District); New Mexico Tribal Coalition (Santa Clara Day School); Arizona Tribal Coalition (Salt River Pima-Maricopa Indian Community); and Navajo Nation Coalition (Tuba City Schools, Arizona). [More] Descriptors: American Indian Education, Educational Change, Elementary Secondary Education, Mathematics Education
(1983). Research in Brief. Deals with (1) libel and business executives, (2) roles portrayed by men and women in news photographs, (3) media-lawyer relationship, (4) American magazine coverage of Nazi death camps, (5) "New York Times" coverage of El Salvador's war, (6) news diffusion, (7) New Mexico newspapers and mayoral elections, (8) image of Italy in US magazines, (9) proximity and newsworthiness. Descriptors: Administrators, Advertising, Foreign Countries, Information Dissemination
(1989). After Intermarriage: Ethnic Identity among Mixed-Heritage Japanese-Americans and Hispanics, Journal of Marriage and the Family. Investigated the antecedents of individual-level ethnic identity among 67 part-Japanese American students in Hawaii and 104 part-Hispanic students in New Mexico. Seventy-three percent of the part-Japanese students and 44 percent of the part-Hispanic students listed multiple identity on at least one measure of ethnic identity, suggesting that ethnic boundaries may be eroding through intermarriage. Descriptors: College Students, Comparative Analysis, Cultural Differences, Ethnicity
(1989). Building Adult Relationships: Are You Treated as an Equal in Your Family? (A Pamphlet for People with Disbilities) [and] Como Establecer Relaciones Adultas: Se Lo Trata a UD. Igual que a Los Demas Adultos en Su Familia? (Un Panfleto para las Personas con Impedimentos). Two booklets, in English and Spanish, are addressed to disabled adults and offer guidelines for building adult relationships within the family. Stressed are the importance of feeling good about oneself, learning to make decisions, and developing good communication skills so that family balance is maintained. Also included are lists of the types of support groups found in New Mexico, such as the Information Center for New Mexicans with Disabilities. [More] Descriptors: Adults, Conflict Resolution, Daily Living Skills, Decision Making
(1985). Office of Indian Affairs 1984 Annual Report. This report outlines the activities of the New Mexico Office of Indian Affairs (OIA) for 1984 in accordance with its directive to investigate, study, consider and act upon the entire subject of Indian conditions and relations within the State of New Mexico, including but not restricted to, problems of health, economy, education, legislation, and local, state and federal government. Brief descriptions highlight OIA's 1984 efforts in: (1) legislative/governmental coordination, facilitation and negotiation (including analyzing bills, acts, etc., of the 36th Legislature's Special Session that would impact the State's Indian community, land claims and transfers, highway projects, conference and meeting planning, and field visits); (2) informational services ("The Source" newsletter, reports, seminars, studies and information assistance); (3) economic development and employment (including job training, tribal initiatives, tourism reports, labor contracts, etc.); (4) financial assistance (such as disaster funding, fire protection, mass transit funds, and the Low Income Home Energy Assistance Program and Weatherization programs); (5) health (senior citizen and rehabilitation centers, the plague project, and health planning priorities); and (6) education (teacher training, Indian career day, and participation at the Indian Higher Education hearing). A map of New Mexico's Indian reservations is appended. Descriptors: Agency Cooperation, Agency Role, American Indian Education, American Indian Reservations
(1976). Velarde and the Llano Canal: A Case Study, La Confluencia. In arid New Mexico, decisions about water have always been a particularly strong source of tension between local communities and the bureaucracy. In one revent case, the community of Velarde had successfully blocked plans for a diversion dam and canal which would have brought new water into the Espanola valley, but would also have destroyed Velarde's ancient acequia system, and threatened the ecology of a stretch of the Rio Grande. [More] Descriptors: Agency Role, Citizen Participation, Community Action, Conservation (Environment)
(1994). Helping Twice-Exceptional Students to Succeed in High School: A Program Description, Journal of Secondary Gifted Education. This article describes a current pilot program of the Albuquerque (New Mexico) schools for twice exceptional students (i.e., gifted students with learning disabilities, behavior disorders, and/or communication disorders) in grades 9 through 12. Three program components will be implemented over the next three years: (1) transition plan, (2) collaboration among high school professions, and (3) unique course/class options. Descriptors: Behavior Disorders, Communication Disorders, Delivery Systems, Gifted Disabled
(1995). Statewide Articulated Assessment System. 1994-1995 Summary Report. Results from the component tests of the New Mexico Statewide Articulated Assessment System, an elementary-level assessment, are presented. The New Mexico Achievement Assessment, uses the Iowa Tests of Basic Skills to assess the achievement of students in grades 3, 5 and 8. Score increases were seen for students in grade 3 in mathematics, in grade 5 in vocabulary and reading comprehension, and in grade 8 in vocabulary and reading comprehension. There was a slight decrease in grade-3 reading comprehension, and students at all grades performed well in science. The state portfolio writing assessment is used in grades 4, 6, and 8. The optional use of the portfolio assessment in grade 8 increased, with 8,894 students participating in 1995. Eighth-grade scores demonstrated the importance of early instructional intervention before the tenth-grade component of the high school competency examination. The New Mexico High School Competency Examination (NMHSCE) is administered as a graduation requirement. The percentage of sophomores passing all 6 subtests of the NMHSCE increased to 86.5%, a new high for the test, and these increases were noted for all ethnic groups in 1994-95. (Contains 3 tables and 16 figures.) [More] Descriptors: Academic Achievement, Achievement Tests, Elementary Secondary Education, Ethnic Groups
(1967). VISTA VOLUNTEER, VOLUME 3, NUMBER 11, NOVEMBER 1967. PUBLISHED BY VOLUNTEERS IN SERVICE TO AMERICA (VISTA), THIS JOURNAL ISSUE CONSISTS OF FOUR ARTICLES WHICH DESCRIBE LIFE AMONG THE URBAN AND RURAL POOR. THE ARTICLES DISCUSS (1) A SLUM AREA IN MIAMI, FLORIDA, (2) GHETTO GANGS, (3) AN ORGANIZATION OF ARCHITECTS AND LAWYERS COMMITTED TO IMPROVING SLUM HOUSING CONDITIONS IN NEW YORK CITY AND TO ADVISING TENANTS OF THEIR LEGAL RIGHTS, AND (4) INADEQUATE HOUSING CONDITIONS PROVIDED FOR A NAVAJO MIGRANT FARM WORKER IN SAN JON, NEW MEXICO. [More] Descriptors: Community Programs, Disadvantaged, Ghettos, Housing Deficiencies
(1975). The Southwest Regional Resource Center; A Compilation in Retrospect. Final Technical Report. The final technical report of the Southwest Regional Resource Center (SWRRC) summarizes activities between 1969 and 1974, which focused on the improvement of education for handicapped children through the development of diagnostic and testing procedures, the preparation of experimental curricular materials, information dissemination to regular and special education teachers, direct inservice contact between trained change agents and teachers, and the evaluation of diagnostic/prescriptive methods. It is explained that services were provided to Arizona, Colorado, New Mexico, and Nevada as well as to the Bureau of Indian Affairs. Activities of the SWRRC are reviewed in chapters containing an overview of its operational history; annual summaries of program operations in the states served; an evaluation of outcomes (in terms of factors such as the appropriateness of goals, and target groups and the significance of SWRRC's impact on the education of handicapped children); and recommendations for ongoing Regional Resource Centers. Included in the appendixes that comprise a major portion of the document are SWRRC-developed products such as an action-research study of the incidence of exceptionality among school children in New Mexico, a teacher rating scale for screening secondary school exceptional children in Arizona, and a directory of services available to handicapped children in New Mexico. [More] Descriptors: Directories, Educational Diagnosis, Exceptional Child Services, Geographic Regions
(1984). Report on State's Role in Native American Higher Education. House Memorial 28 Public Hearing. These hearing transcripts and recommendations were in response to requests from the New Mexico Legislature for investigation of the state's role in Native American higher education. Section I contains abbreviated transcripts of testimony on 10 study committees covering needs and recommendations in curriculum/academic issues, off-campus training, financial aid, student services and concerns, community colleges/technical schools, affirmative action, state/federal roles in Native American education, public/community relations, and tribal education concerns. Presentations of representatives from 11 New Mexico institutions of higher education and 9 representatives of tribal organizations and state agencies are included. General recommendations to state government agencies and institutions of higher learning in Section II include: enforce affirmative action; appoint Native Americans to Boards of Regents; increase funding for recruitment/retention and student financial aid for Native American students; revise state funding formulas to include undergraduate programs serving Indian students, facilitate summer/off-campus programs, and equalize funding to vocational/adult education programs; ease transfer of course credit among and improve teaching and courses in state postsecondary institutions; revise state teachers' proficiency exam to reflect knowledge and skills of Native American teachers. Appendices include suggested retention tactics for Native American students and data on student sex and ethnic distribution in New Mexico postsecondary institutions from 1973-83. Descriptors: Access to Education, American Indian Education, American Indians, College Preparation