This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Helen Hu, Pat Hynes, James M. M. Hartwick, Judy McShannon, Center on Education Policy, Paul G. Zolbrod, Inc. ACT, Kathryn Kennedy, Stephen Bogener, and Leanna Archambault.
(2012). Offering Preservice Teachers Field Experiences in K-12 Online Learning: A National Survey of Teacher Education Programs, Journal of Teacher Education. Enrollment in K-12 online learning is growing at an exponential rate throughout the United States. Currently, all 50 states offer K-12 online learning opportunities. Some states such as Michigan, Alabama, New Mexico, and Idaho have passed legislative measures requiring K-12 students to complete at least one online learning experience by the time they graduate high school. Because of this growth, 21st century educators need to be prepared to teach online. This study shares the results of a national survey targeting teacher education programs' efforts to help prepare preservice teachers for K-12 online learning. Data show that only 1.3% of responding teacher education programs are addressing this need via field experiences in virtual schools. Implications for policy and practice in the field of teacher education are examined. [More] Descriptors: Electronic Learning, Preservice Teacher Education, Preservice Teachers, Teacher Education Programs
(2011). The Condition of College and Career Readiness, 2011: New Mexico. Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report for the state of New Mexico is designed to help inform the following questions that are driving national efforts to strengthen P-16 education: (1) Are students prepared for college and career?; (2) Are enough students taking core courses?; (3) Are core courses rigorous enough?; (4) Are younger students on target for college and career?; and (5) What other dimensions of college and career readiness should states track? (Contains 5 endnotes.) [For the main report, "The Condition of College & Career Readiness, 2011," see ED522992.] [More] Descriptors: Achievement Need, Achievement Rating, Achievement Tests, Academic Achievement
(2012). Community College Faculty Development Program and Student Achievement, Community College Journal of Research and Practice. Community college administrators look for strategies to help students. GRASP (Gaining Retention and Achievement for Students Program) is a semester-long faculty development program that coaches community college instructors about simple, effective teaching strategies that promote student academic achievement. GRASP is founded on the belief that academic achievement is based on good teaching, which begins with faculty development. The major assumption for GRASP is that faculty are the single most important factor for student success. GRASP was offered at Dona Ana Community College (DACC). Located in Las Cruces, New Mexico, just 40 miles from the border of Mexico, DACC has a student population that is 70% minority. Results for GRASP indicate that overall student success improved by 7.9%, and that overall student retention improved by 4.0% for students participating in GRASP. [More] Descriptors: Teacher Effectiveness, Community Colleges, Academic Achievement, Faculty Development
(2012). Food for Thought, Diverse: Issues in Higher Education. High in the hills south of Santa Fe, New Mexico, stands a greenhouse that Luke Reed hopes will help American Indians eat healthier. Reed also recently used the structure, completed in August, to teach a course on greenhouse management to representatives of the nearby Santo Domingo, Cochiti and Santa Clara pueblos. Near the greenhouse, fruit trees and a community garden that grows lettuce, spinach, broccoli and cauliflower have also provided fare for the school cafeteria–as well as lessons in raising healthy food. Many of the 37 tribal colleges are making some sort of effort to promote "food sovereignty," a term that has come to mean ensuring American Indians access to and control over affordable, high-quality food. The colleges, a multitude of agencies and community groups and the tribes themselves are part of a movement to help American Indians eat healthier. [More] Descriptors: American Indians, Tribally Controlled Education, Horticulture, Health Promotion
(2012). On the Reservation, Balancing Literacy and the Oral Tradition, Chronicle of Higher Education. The author has been teaching at the Navajo Nation's Dine College for 22 years–five at one of two main campuses and 17 at a remote branch campus in Crownpoint, New Mexico, where he went following his retirement after 30 years as an English professor at Allegheny College. Throughout his academic career, he has made a point of teaching beginning composition in addition to leading upper-level literature courses and doing scholarly writing. So he welcomed the chance to join the faculty in a Navajo community and watch a diverse body of students learn to recognize and articulate ideas based on their unique tribal identity. This article describes how the author and his students explore a Navajo approach to language and literature. It presents five pedagogical strategies developed by the author during his years teaching on the reservation. [More] Descriptors: Writing (Composition), Oral Tradition, Navajo, Navajo (Nation)
(2011). Profile of State High School Exit Exam Policies. New Mexico. This individual profile provides information on New Mexico's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first administered; (7) Is the exit exam used for No Child Left Behind (NCLB) accountability purposes?; (8) Alternate paths to graduation specifically for English language learners; (9) Alternate paths to graduation specifically for students with disabilities; and (10) State participation in the Common Core State Standards (CCSS). [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: Academic Achievement, Academic Standards, Accountability, Alignment (Education)
(2012). The "Learning Games Design Model": Immersion, Collaboration, and Outcomes-Driven Development, International Journal of Game-Based Learning. Instructional designers in the Learning Games Lab at New Mexico State University have developed a specific approach for the creation of educational games, one that has been used successfully in over 20 instructional design projects and is extensible to other developers. Using this approach, game developers and content experts (a) work collaboratively to ensure educational goals and outcomes are appropriate for the learner and the learning environment, (b) immerse themselves' in both content and game design, and (c) test extensively throughout development with members of the target audience. The authors describe the model, discuss the implications of this approach for the creation of effective educational games, and share case studies based on the design model in practice. [More] Descriptors: Educational Games, Video Games, Instructional Design, Models
(2008). Increasing State Investments in Early Care and Education: Lessons Learned from Advocates and Best Practices, Spring 2008. This report showcases advocacy efforts of 11 member organizations in 10 states that recently passed an early care and education (ECE) legislative initiative. The aim of the report is to provide advocates with proven strategies for advancing progress in securing access to ECE and expanding the opportunity for all children to start school prepared for success. In each state, the political leadership, the resources and sophistication of advocates, connections and relationships with legislators and political influencers, political realities and public will came together in different ways. Organizations profiled include: (1) Alabama (VOICES for Alabama's Children); (2) Colorado (Colorado Children's Campaign); (3) Missouri (Citizens for Missouri's Children); (4) New Mexico (New Mexico Voices for Children); (5) Pennsylvania (Pennsylvania Partnerships for Children and Public Citizens for Children and Youth); (6) Rhode Island (Rhode Island KIDS COUNT); (7) Virginia (Voices for Virginia's Children); (8) Washington (The Children's Alliance); (9) Wisconsin (Wisconsin Council on Children and Families); and (10) Wyoming (Wyoming Children's Action Alliance.) [More] [More] Descriptors: Early Childhood Education, Change Strategies, Educational Strategies, Strategic Planning
(2006). Assessment Information for 2007 NAEP. Volume 1, Issue 2, New Mexico Public Education Department. Inside this issue are: (1) Questions Tool; (2) NAEP Support; (3) NAEP Writing Assessment; (4) Grade 12 Results; (5) Background Questions: (6) NAEP Scale Scores and Achievement Levels; and (7) Grade 8 Math Comparisons by Ethnic Group. This publication notes several points of interest. 170,000 students at each grade and subject will be selected to represent the state of New Mexico and nation. In grade 4 schools, all eligible students will be assessed. In grade 8 schools, the sample will be approximately 90-100. Writing will only be assessed at grades 8 and 11. [This publication was produced by the New Mexico Department of Education.] [More] Descriptors: National Competency Tests, Student Evaluation, Writing Evaluation, Grade 8
(2013). Can High School Assessments Predict Developmental Education Enrollment in New Mexico?, ProQuest LLC. Thousands of American's enter postsecondary institutions every year and many are under prepared for college-level work. Subsequently, students enroll in or are placed in remedial courses in preparation for the rigor of college level classes. Numerous studies have looked at the impact of developmental course work on student outcomes, but few focus on predictors that could identify students who are likely to need remedial education. The potential for early prediction (and therefore possible intervention) is less understood. This study addresses this gap by examining the connection between high school assessments and future developmental courses enrollment in college. Using longitudinal data from New Mexico, I estimate how well English and math scale scores from the eleventh grade New Mexico Standards Based Assessment (NMSBA) predict an individual student's remedial course enrollments in English, math or both upon entry to college. This is possible due to a state level system in which a student's high school assessment and college enrollment data are captured. Therefore, unlike previous studies, this study examined the potential for existing assessment data, with a wide range of students (7,233), to predict which students are likely to enroll in remedial education. Using logistic regression techniques, I provide odds estimates for math and English enrollment based on scale score, gender, and ethnicity predictors. The results indicate that the higher the test scale score, the less likely it is that a student enrolled in remedial college courses. This study reveals gender and ethnic variation in the strength of prediction. Women enroll in remediation significantly more than men and given equivalent NMSBA scores Native American and Hispanics enroll significantly more than whites. This work also adds to the literature examining the efficacy of high school exams. Specifically, these results suggest that high school assessments have potential as an important indicator of academic college readiness. [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: College Readiness, High School Students, Student Evaluation, Developmental Studies Programs
(2012). Teaching about Big Money in Elections: To Amend or Not to Amend the U.S. Constitution?, Social Education. Last summer, California and Massachusetts became the sixth and seventh states–along with Hawaii, New Mexico, Vermont, Rhode Island, and Maryland–to send a resolution to the U.S. Congress calling for a constitutional amendment to (1) end the court's extension of personhood rights to corporations, and (2) enable the government to definitively regulate campaign finances. Meanwhile, the current Congress has already considered more than a dozen resolutions to amend the Constitution to strengthen Congress's ability to limit corporate funding of election activities, and 20 states have introduced similar resolutions. Given the vigorous national debate about a constitutional amendment, it is increasingly important for youth to (1) explore the issues surrounding corporate personhood and campaign finance and (2) discuss and analyze possible courses of action. The authors see an opportunity for social studies teachers to realize these aims by engaging students in a Structured Academic Controversy (SAC) lesson. [More] Descriptors: United States History, Elections, Constitutional Law, Policy Analysis
(2008). Land, Speculation, and Manipulation on the Pecos, Great Plains Quarterly. The Pecos River of the nineteenth century, unlike its faint twenty-first century shadow, was a formidable watercourse. The river stretches some 755 miles, from the Sangre de Cristo Mountains northeast of Santa Fe to its eventual merger with the Rio Grande. Control over the public domain of southeastern New Mexico came from controlling access to the Pecos, its tributaries and springs. In the arid environment of New Mexico's Pecos Valley, corporate accumulation of land through manipulation of federal land laws followed the removal of Native Americans, the displacement of Mexican American communities, and the departure of major players in the cattle industry of the American West. The purpose of this article is to reveal some of the late nineteenth and early twentieth century speculative impulses for harnessing water. [More] Descriptors: Land Acquisition, Water, United States History, Mexican Americans
(2012). Tuition and Fees in the West 2011-12. Policy Insights, Western Interstate Commission for Higher Education. This issue of "Policy Insights" reviews the results from an annual survey, conducted by the Western Interstate Commission for Higher Education (WICHE), of tuition and fees at public colleges and universities in the WICHE region (which includes Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, Utah, Washington, and Wyoming). Complete data are available in "Tuition and Fees in Public Higher Education in the West, 2011-12: Detailed Tuition and Fees Tables" (www.wiche.edu/pub/15454), published by WICHE in November 2011. The survey on which the report and this policy brief are based was administered to state higher education executive offices or system offices in the Western states. (Contains 5 figures and 12 endnotes.) [For "Tuition and Fees in the West 2010-11. Policy Insights," see ED539045.] [More] Descriptors: Tuition, Fees, Student Costs, Undergraduate Students
(2012). Performance-Based Scholarships: Emerging Findings from a National Demonstration. Policy Brief, MDRC. Low-income students are at particular risk of not persisting to earn a certificate or degree, often because of competing priorities, financial pressures, and inadequate preparation for college. One form of financial assistance designed explicitly to reward students' academic success is a performance-based scholarship, paid contingent on attaining academic benchmarks. MDRC's 2009 Opening Doors study of performance-based scholarships in Louisiana showed a positive effect on students' credit accumulation, grades, and persistence in college. In 2008, MDRC launched the Performance-Based Scholarship Demonstration, a study in six states that is testing whether different configurations of these scholarships in different locations and among different types of students would be equally effective in improving their outcomes. This brief summarizes findings in Louisiana, Ohio, New York, and New Mexico, which show modest but positive effects on important markers of academic progress. [More] Descriptors: Low Income Groups, At Risk Students, Disadvantaged Youth, Economic Factors
(2010). Expressing Lesbian and Queer Identities in the Works of Three Contemporary Artists of New Mexico, Art Education. Three artists from New Mexico who identify as lesbian or queer create work that is informed by their life experiences. Their works show no literal explanations but depict symbolic resolutions. Who they are and what they have experienced have had a strong impact on their work. Through specific materials and distinct color palettes they share certain elements of their identities and experiences with viewers. It is the viewer's task to try and discover what the works are about and what each artist has communicated. This paper focuses on the lives and works of three contemporary artists from New Mexico. Two of these artists, Harmony Hammond and Helen Cozza, identify themselves as lesbian, and another, Erin Forrest, identifies herself as queer. Recognizing how an artist's identity can be symbolically or metaphorically conveyed in his or her work can help all students better understand how their own experience of life can inform their art. The author presents an art project that allows high school students to explore the works of the three contemporary artists, gaining insights into how life experiences frame artmaking choices and statements about their differences as well as their shared humanity. [More] Descriptors: Artists, Homosexuality, Social Attitudes, Art Products