This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Ashleigh Collins, Anita M. Roybal, Afterschool Alliance, Sally M. Davis, Mary M. Ramos, Cynthia Greenberg, National Center for Education Statistics, Center on Education Policy, Garnet L. Williams, and Judith Bauer-Creegan.
(2011). The Nation's Report Card Science 2009 State Snapshot Report. New Mexico. Grade 4, Public Schools. Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in New Mexico was 142. This was lower than the average score of 149 for public school students in the nation. The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 24 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 63 percent in 2009. This percentage was smaller than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] [More] Descriptors: Academic Achievement, Curriculum Development, Comparative Analysis, Elementary School Science
(2010). Sustaining School-Based Services: Insights from New Mexico's Integrated School-Based Services. Research-to-Results Practitioner Insights. Publication #2010-09, Child Trends. Practitioners, school leaders, and policymakers serving the needs of youth and their families in New Mexico gathered in Albuquerque in June 2009 for four Roundtable discussions on sustaining integrated health, extended learning, and other social services in middle schools across the state that are a part of the Elev8 New Mexico initiative. Elev8 New Mexico sites function as full-service community schools combining educational and youth development best practices with in-house health, extended learning, and social services to assure that young people are prepared to learn and succeed. This statewide initiative is part of a larger national effort to bring together middle school students' extended learning, comprehensive school-based health, and direct family supports into a comprehensive and holistic program. This "Practitioner Insights" brief builds on three previous Roundtable discussions held on the topic in May 2008. This brief outlines the benefits, challenges and strategies for implementing school-based services that were discussed in the June 2009 Roundtables and shares the Roundtable participants' suggested improvements for sustaining these services. [More] Descriptors: Integrated Services, Middle School Students, Community Schools, Social Services
(2014). Education Reform Sparks Teacher Protest in Mexico, Phi Delta Kappan. The current tumult in the Mexican education arena has deep roots in politics and tradition, but it is latter-day global competition and international measures of student performance that are driving reform efforts. Teacher strikes and demonstrations are not new in Mexico, but issues raised by today's protesting teachers represent a combination of perennial grievances and new fears and concerns. The outcome of the conflict has potentially huge stakes for the direction and quality of basic education in Mexico. [More] Descriptors: Educational Change, Activism, Advocacy, Resistance to Change
(2013). Political Power of New Mexico Public School Superintendents: A Qualitative Exploratory Study, ProQuest LLC. The purpose of this study is to identify how superintendents use political power, examine the characteristics used by superintendents to function politically, and to define the hidden knowledge of managing politically charged situations. Based on this informative literature and conducted research, I answered the following research questions: 1. How do New Mexico superintendents define political power? 2. What are the political power struggles that are a part of the superintendent's job? 3. What are the characteristics of these situations that make them political? 4. What strategies are most useful when managing political conflicts? 5. What are the outcomes of managed political conflicts? Rational choice theory was used to identify the characteristics employed by superintendents to function politically and to help define the hidden knowledge of managing political power conflicts successfully. The study used focus groups and individual interviews. The sample population was 8 New Mexico superintendents chosen by peers through a snowball technique. The findings revealed: (a) Superintendents encounter many politically charged situations in the job role; (b) Extreme or polarized positions are characteristics of politically charged situations; (c) Effective strategies to manage political conflict include listening and making the other person/group feel heard, building relationships and committee processes; and (d) Outcomes of successfully managed political conflict include the cessation of complaints, and resolutions consistent with personal and organizational values. A politically powerful superintendent must have a wide variety of strategies to employ in managing a political conflict. The key issue to success is in matching the appropriate strategy to the specifics of the conflict. Politically powerful superintendents must have the ability to build relationships and utilize interpersonal skills. Building relationships through advisory committees, regularly scheduled meetings with community decision makers, and high levels of community visibility are proactive strategies superintendents can employ. Also, using interpersonal skills such as listening, asking questions, and making the other party feel as if their concerns have been heard were all strategies that were indicated as effective. Recommendations include an expansion of this study to include all superintendents in New Mexico and further expand the knowledge base regarding political conflict. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Political Power, Superintendents, Conflict, Focus Groups
(2016). The Impact of the Chile Intervention on the Food Served in Head Start Centers in Rural New Mexico, Journal of School Health. Background: The Child Health Initiative for Lifelong Eating and Exercise is a multicomponent obesity-prevention intervention, which was evaluated among Head Start (HS) centers in American Indian and predominantly Hispanic communities in rural New Mexico. This study examines the intervention's foodservice outcomes: fruits, vegetables, whole grains, discretionary fats, added sugars, and fat from milk served in meals and snacks. Methods: Sixteen HS centers were randomized to intervention/comparison groups, following stratification by ethnicity and preintervention median body mass index of enrolled children. The foodservice component included quarterly trainings for foodservice staff about food purchasing and preparation. Foods served were evaluated before and after the 2-year intervention, in the fall 2008 and spring 2010. Results: The intervention significantly decreased fat provided through milk and had no significant effect on fruit, vegetables and whole-grain servings, discretionary fats, and added sugar served in HS meals and snacks. When effect modification by site ethnicity was examined, the effect on fat provided through milk was only found in American Indian sites. Conclusions: Foodservice interventions can reduce the amount of fat provided through milk served in HS. More research is needed regarding the implementation of foodservice interventions to improve the composition of foods served in early education settings. [More] Descriptors: Foreign Countries, Child Health, Obesity, Food
(2013). Behavioral Health Emergencies Managed by School Nurses Working with Adolescents, Journal of School Health. Background: As members of interdisciplinary teams, school nurses provide behavioral health services. Studies indicate that school nurses may lack sufficient continuing education in adolescent behavioral health and in the management of behavioral health emergencies, specifically. We conducted this study to describe the adolescent behavioral health emergencies managed by school nurses. Methods: We used data from a New Mexico public school nurse workforce survey to describe the involvement of school nurses in managing adolescent behavioral health emergencies. We included all respondents who self-identified as working in a secondary school (N?=?186). We conducted descriptive analyses. Results: Two thirds of survey respondents had provided emergency management in the prior school year for child abuse or neglect, depression, and violence at school. Over 40% had provided emergency management for a suicidal student in the prior school year. Although almost 80% of respondents identified "violence at school" as a very important continuing education topic, 40% reported having received continuing education on this topic in the prior 5?years. Conclusions: In New Mexico, public school nurses provide substantial amounts of emergency management for adolescent behavioral health problems. Continuing education received by school nurses on behavioral health emergencies may not be commensurate with their clinical responsibilities. [More] Descriptors: Adolescents, School Nurses, School Health Services, Surveys
(2010). Excessive Interviews: Listening to Maternal Subjectivity, Qualitative Inquiry. In this article, the author revisits an interview with Ava Montalvo–a mother of two living in Albuquerque, New Mexico–which initially confounded her interpretive resources. This reflexive, performative article examines the role of excess as an analytical lens through which to understand maternal subjectivity and elaborates the methodological implications of this lens for interviewing methods and qualitative fieldwork. The author employs performative writing to exemplify that which exceeds accepted boundaries and normative scholarly representation. [More] Descriptors: Interviews, Mothers, Research Methodology, Qualitative Research
(2012). A Hispanic Woman in Educational Leadership in Northern New Mexico: An Auto-Ethnography, ProQuest LLC. "Hispanic Woman in Educational Leadership in Northern New Mexico" is an auto-ethnographic study which documents my experience as a Hispanic female elementary principal during one school term starting in July 2010 and ending in June 2011. Hispanic females outnumber men in the classroom as educators, especially at the elementary level; however, there are very few women in administrative positions. This phenomenon creates a uniquely challenging experience for Hispanic women because of their minority status(es). This study attempts to chronicle my own navigation, negotiation and understanding of my own professional experience as an administrator within this context. Specifically, this study addresses the following question: How does Latina Feminist Theory and "mujerista" theology inform the one-year ethnographic experience of a Hispanic female principal in northern New Mexico? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Hispanic Americans, Principals, Females, Instructional Leadership
(2014). Incorporating the Culture of American Indian/Alaska Native Students into the Classroom, Diaspora, Indigenous, and Minority Education. Focus group interviews were conducted with educators and stakeholders for American Indian/Alaska Native (AI/AN) students, including teachers, elementary and high school principals, tribal community leaders, and parents, to determine a global definition of culture and ways of infusing culture into curriculum to better educate AI/AN students. Focus group participants were selected from the surrounding areas of Portland, Oregon; Albuquerque, New Mexico; Minneapolis, Minnesota; Oklahoma City, Oklahoma; Yakama, Washington; Anchorage, Alaska; and Pembroke, North Carolina. A total of 53 participants were interviewed across the seven locations. Using a cross-case analysis approach, the emergent themes are as follows: (1) traditional definition of culture; (2) contemporary (i.e., AI/AN youth) definition of culture (as perceived by the study participants); (3) infusing culture into pedagogy; and (4) teacher responsibility and state standards. [More] Descriptors: Focus Groups, American Indian Students, Alaska Natives, Teacher Attitudes
(2011). The Nation's Report Card Science 2009 State Snapshot Report. New Mexico. Grade 8, Public Schools. Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in New Mexico was 143. This was lower than the average score of 149 for public school students in the nation. The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 21 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 55 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] [More] Descriptors: Academic Achievement, Comparative Analysis, Curriculum Development, Ethnic Groups
(2014). The Local Games Lab ABQ: Homegrown Augmented Reality, TechTrends: Linking Research and Practice to Improve Learning. Experiments in the use of augmented reality games formerly required extensive material resources and expertise to implement above and beyond what might be possible within the usual educational contexts. Currently, the more common availability of hardware in these contexts and the existence of easy-to-use, general purpose augmented reality design software invite much wider participation. Yet, significant obstacles to widespread use remain. A possible strategy to enable broader exploration of this space is to organize augmented reality games research and development at the local level, as relatively autonomous and informal action by educational practitioners and learners, rather than solely directed by educational researchers. The Local Games Lab ABQ is a loose confederation of faculty and students at the University of New Mexico pursuing the educational uses of augmented reality games. This paper examines how locally organized development might solve problems in a different and more efficient way of scaling educational technology. [More] Descriptors: Simulated Environment, Computer Simulation, Computers, Computer Software
(2009). New Mexico After 3PM. Each afternoon across the U.S., 15 million children are alone and unsupervised after school. The parents of 18 million would enroll their children in an afterschool program, if one were available. These are some of the key findings from the nation's most in-depth study of how America's children spend their afternoons. The 2009 report, conducted for the Afterschool Alliance, surveyed nearly 30,000 households across the United States. In New Mexico, 390 households were surveyed for this study. This paper identifies New Mexico's supply of and demand for afterschool programs, as well as the major barriers to its program enrollment. [Funding for this state report was provided by the JCPenney Afterschool Fund. For the main report, "America After 3PM: The Most In-Depth Study of How America's Children Spend Their Afternoons," see ED506748.] [More] Descriptors: Family (Sociological Unit), After School Programs, Barriers, Student Participation
(2011). Profile of State College and Career Readiness Assessments (CCR) Policy. New Mexico. This individual profile provides information on New Mexico's college and career readiness assessment policy. Some of the categories presented include: (1) CCR assessment policy; (2) Purpose; (3) Major changes in CCR assessment policy since the 2009-10 school year for financial reasons; (4) State financial support for students to take the CCR assessment; and (5) Is the CCR assessment used by postsecondary institutions for undergraduate admission purposes? [For the full report, "State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement," see ED530163.] [More] Descriptors: Career Planning, Career Development, Careers, College Preparation
(2006). Measuring Up 2006: The State Report Card on Higher Education. New Mexico. The purpose of this state report card is to provide the general public and policymakers with information they can use to assess and improve postsecondary education in each state. "Measuring Up 2006" is the fourth in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately does the state prepare students for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates or degrees in a timely manner?; (5) Benefits: What benefits does the state receive from having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for New Mexico include: (1) New Mexico has shown no notable progress in preparing students to succeed in college. New Mexico is one of only two states to receive an F in preparation this year; (2) New Mexico continues its good performance in enrolling students in higher education. New Mexico receives an A in participation this year; (3) New Mexico has shown no notable progress in providing affordable higher education. New Mexico receives an F in affordability this year; (4) Despite substantial improvement over the past decade, relatively few students in New Mexico earn a certificate or degree in a timely manner. This year New Mexico receives a D in completion; (5) New Mexico has made no notable progress in realizing the benefits that come from having a more highly educated population. New Mexico receives a C in benefits this year; and (6) Like most states, New Mexico receives an "Incomplete" in Learning because insufficient data would not allow meaningful state-by-state comparisons. However, data are available this year to examine the readiness of college graduates–from two- and four-year institutions–for advanced practice. (Contains 3 figures.) [For "Measuring Up, 2006. The National Report Card on Higher Education," see ED493360.] [More] Descriptors: College Preparation, Enrollment, Access to Education, Paying for College
(2006). Safe Schools Report 2004-2005. Safety in New Mexico's schools is one of the most important issues facing our communities. Every school and school district in the state make it a priority to identify and implement ways to increase the safety, security and integrity of students, teachers, staff, parents and visitors at our schools on a daily basis. Safety is critical for fostering an environment that is conducive to learning and growing, and for building healthier relationships. This report provides details about safety data that were collected from New Mexico school districts for the 2004-2005 school year. It examines key areas of concern across the state, and demonstrates trends in incidents of violence and vandalism. This report reflects New Mexico's emphasis on safety issues, safe school plans and school safety initiatives. Among the highlights of this report is the number of areas in which safety has shown steady improvement. The total number of incidents of violence and vandalism was at its lowest point in more than six years. Improvements have been seen in most areas of vandalism, violent crimes and weapons incidents from previous years. One result of the decrease in vandalism was that the financial losses resulting from vandalism were far lower than they have been in previous years. The number of incidents involving weapons remained quite low, as was the number of incidents requiring law enforcement (41% fewer incidents required law enforcement than the previous school year). These data show that for most measures of violence and vandalism, schools in New Mexico are becoming safer places for the students, staff and parents. (Contains 16 figures.) [This document was produced by The New Mexico Public Education Department in partnership with The University of New Mexico, Center for Health Promotion and Disease Prevention. Funding was provided by The New Mexico Public Education Department School and Family Support Bureau and the work of the University of New Mexico Center for Health Promotionand Disease Prevention.] [More] Descriptors: School Safety, School Districts, Vandalism, Violence