This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Eugene Tsinajinnie, Lisa Marr-Lyon, Luis G. Amezcua, Lois Vermilya, Kim Jeffries, Judith Rinehart, New Mexico Higher Education Department, Laura Owen, Linda J. Penaloza, and American Journal of Play.
(2010). Achievement Coaches Provide Adult Students with the Guidance Needed for Success, Techniques: Connecting Education and Careers (J1). Central New Mexico Community College (CNM) began as a small trade school in 1965. It has now become the largest institution of higher education in New Mexico in terms of enrollment. While most educational institutions offer student support in the form of academic advisers and counselors, CNM is a trailblazer. Beyond academic advisers, it has a unique collection of special student advocates–achievement coaches–who are there to encourage and help students overcome obstacles and personal life challenges. At CNM, achievement coaches are found in all of the college's six schools; their focus is to help students with challenges in areas such as test taking, time management, and study skills. To achieve student success, achievement coaches use coaching tools and strategies to acknowledge and build on the strengths of students. Through the use of coaching strategies, achievement coaches partner with students to foster critical thinking, decision making, goal setting, and action planning that empower the student as the expert and the one responsible for implementing these tools. [More] Descriptors: Academic Achievement, Adult Students, Coaching (Performance), Guidance Programs
(2013). An Exploration of the Relationships between Language, Culture, Safety, and Training in the Construction Workforce in New Mexico, ProQuest LLC. The purpose of safety training is to avoid or at least decrease the number of work-related accidents and deaths. This study was concerned with the role that native language plays in effective training of adult construction workers in New Mexico. Specifically, this study examined workers' and trainers' perceptions of the effectiveness of safety training as these perceptions relate to language and cultural considerations. Bilingual safety training is often ineffective because the trainers are limited in their use of the second language. In some cases, individuals without a true grasp of the second language become trainers due to the large demand for bilingual trainers in what may be lucrative job opportunities. In other cases, trainers may be competent in both languages on a social level, but are not able to convey accurately technical information. Four instruments were used: Questionnaire for Workers, Questionnaire for Trainers, "Cuestionario para Trabajadores," and "Cuestionario para Entrenadores." Each questionnaire had two sections. The first section asked a series of demographic and contextual questions; the second section asked the two groups, workers and trainers, for levels of agreement with safety training statements. A comments section at the end of the survey encouraged participants to offer suggestions for improvements and/or include any general remarks. This exploratory study of the relationships between language, culture, safety, and training in the construction workforce in New Mexico provides a solid basis for further research and also may be utilized as a tool to raise awareness of trainers and companies of the importance of health and safety training. Most importantly, qualified trainers who understand the principles of andragogy are needed. The ANSI Standard Z490.1 includes all aspects of adult education and provides guidance as to how to implement effective training. The conclusions of the study have clear policy implications, which are discussed in detail in this study. [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: Safety, Training, Construction Industry, Skilled Workers
(2007). Making Schools Work for New Mexico Kids. 2006 Annual Report. This report introduces the New Mexico Public Education Department's executive staff and 2006 annual report. Areas reported include: (1) Academic Rigor and Accountability; (2) Closing the Achievement Gap; (3) School Readiness; (4) Quality Teachers; (5) Parent and Community Involvement; (6) Investing in 21st Century Classrooms; (7) Building College and Workforce Readiness; (8) Facts and Figures for 2006 and (9) Looking Forward. [More] Descriptors: School Readiness, Community Involvement, Academic Achievement, Public Education
(2009). Collaborative Leadership for State Systems Building: New Mexico's Early Childhood Action Network, Zero to Three (J). The Early Childhood Action Network (ECAN) provides an example of successful state systems building in New Mexico. The far-reaching scope of ECAN's coalition and accomplishments identifies promising collaborative leadership practices that have relevance for early childhood leaders in other states. The author describes the accomplishments of ECAN's leadership experience through a framework of nine learning tasks for social justice leaders. The analysis can inspire the field to think in profoundly new ways about the urgent needs of young children and their families and about the importance of understanding the rights of children as a call for action today. [More] Descriptors: Systems Building, Leadership, Cooperation, Social Justice
(2006). New Mexico Youth Risk and Resiliency Survey (YRRS). 2005 Report of State Results, New Mexico Public Education Department. In the fall of 2005, the New Mexico Youth Risk and Resiliency Survey (NM YRRS) was conducted in New Mexico public high schools, with 5,679 students in grades nine through twelve participating from 20 public high schools in the state. The NM YRRS is a tool that can assist administrators and policy makers in identifying health risk behaviors among students. The goal is to increase academic success by decreasing health risk behaviors that create barriers to student learning and may contribute to the achievement gap. This report presents the state-level results. Report results indicate that between 2003 and 2005, there was a decrease in alcohol and methamphetamine abuse and smoking among New Mexico high school students. Areas that require the continued attention of state agencies include a high rate of attempted suicide; and overall substance use rates that are higher than national averages. Violence-related behavior, such as carrying a weapon to school or fighting, remained statistically unchanged, as did the percentage of students reporting that they ever had sexual intercourse. The results from the NM YRRS provide the basis for decision-making for the development and implementation of new school health policies and programs, and the justification for funding projects to implement those decisions. As data collection moves ahead in years to come (NM YRRS will be offered in middle schools in the spring of 2007 and in the high schools again in the fall of 2007), meaningful long term trends will be identified, increasing the utility of the survey data to positively impact the lives of New Mexico's youth and the health of all New Mexicans. Three appendixes include: (1) 2005 YRRS Survey Results; (2) Survey Methods; and (3) Data Tables. (Contains 33 figures and 5 tables.) [The production of this report was funded through the University of New Mexico Center for Health Promotion and Disease Prevention (UNM CHPDP), with funding from the New Mexico Department of Health (NMDOH) and the CDC-DASH, through the New Mexico Public Education Department (NMPED).] [More] Descriptors: High Schools, Health Promotion, Prevention, Academic Achievement
(2016). Children's Worlds: An Exploration of Latino Students' Play in Rural New Mexico, ProQuest LLC. I present an ethnographic study of thirteen nine-year-old, U.S.-born Latino children in rural New Mexico. I employ in-depth individual and group interviews, participant observation, and sand play (a method borrowed from clinical psychology in which children "make a world" in a box of sand) to explore how play interactions represent, invert, and contest their everyday lives as active participants in both their own peer culture and society as a whole. A nuanced understanding of Latino children is particularly vital because they are the fastest growing segment of the United States population and yet remain under-represented in sociological research and over-represented as the victims and causes of social problems. Research that highlights diversity within this pan-ethnic group and represents a broad range of social experiences is needed. I contribute to this illumination of Latino social experiences by defining play from a child-centered perspective as the pursuit of fun. The details of how these children have fun contribute to sociological understandings of children's peer cultures and childhood as both a diverse experience and a social category. I discuss how power and social affiliation emerge during pretend play and rule-based game play. Gaining power–be it imaginary, such as pretending to be a teacher, or real, such as leading a game–is fun because it gives children an element of control over their lives. However, for these children, the desire for power is surpassed by their desire to play together peacefully, and they collaboratively adjust rules to satisfy everyone. The scenes and stories they create during sand play reveal creative interpretations of media, active participation in religion, and complex depictions of conflict, death, and destruction. These findings place a marginalized population at the center of attention and demonstrate that a matter as seemingly insignificant as fun can teach us much about social interaction. [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 American Students, Play, Ethnography, Rural Areas
(2006). New Mexico Art Educators and Educational Policy, Arts Education Policy Review. As part of the author's graduate studies in the art education program at the University of New Mexico, he conducted a small research study on issues related to New Mexico's educational policies. His interest was motivated by the lack of attention paid to the policy and legislation that affects the art education field in his state. The author wanted to know more about the policy and legislation that would affect his future career. He began his research with an eighteen-item questionnaire that he sent out to one hundred and twenty art educators in New Mexico. He was guided in his research by different questions and ideas, including what art educators thought about legislation related to art education, whether they understood the importance of that knowledge, and what knowledge art educators had and where they had gained it. The author concluded that if art educators have knowledge about the policy that affects them, then they can have greater power to change it. He learned about the knowledge art educators had and did not have relating to art as a core subject. He found through his questionnaire that less than half of art educators contacted in New Mexico knew that art had been defined as a core subject by federal legislation. Through the research, it is the author's goal to enlighten art educators and university art education programs to the need for knowledge of educational policy. [More] Descriptors: Art Education, Educational Policy, Teacher Surveys, Teacher Attitudes
(2004). Measuring Up 2004: The State Report Card on Higher Education. New Mexico. This state report card is derived from "Measuring Up 2004," the national report card for higher education. Its purpose is to provide the public and policymakers with information to assess and improve postsecondary education in each state. "Measuring Up 2004" is the third in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately are students in each state being prepared 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 and degrees in a timely manner?; (5) Benefits: What benefits does the state receive as a result of 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) Over the past decade, 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, over the past decade, has shown consistently good performance in the number of students enrolling in higher education. New Mexico receives an A- in participation this year; (3) Over the past decade, New Mexico has shown no notable progress in providing affordable higher education opportunities. 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) Over the past decade, New Mexico has seen an increase in benefits to the state from having a more highly educated population. Despite that improvement, New Mexico receives only a C+ in benefits this year; and (6) Like most states, New Mexico received an Incomplete in learning because there are no comparable data that would allow for meaningful state-by-state comparisons in learning. This report also includes additional information, questions and answers, state grades, and "Measuring Up 2004" resources. [For "Measuring Up 2004: The National Report Card on Higher Education," see ED508096.] [More] Descriptors: College Preparation, Enrollment, Access to Education, Paying for College
(2013). A Qualitative Case Study on the Acquisition and Use of Educational and Information Technologies in a New High School in Southern New Mexico, ProQuest LLC. This research explores various aspects of technology in education, including learning applications, equipment, infrastructure, and pedagogy. Technology can be used for course delivery, assessment, communications, research and other learning activities. As educational institutions transition more of their academic courses, resources, and services into technology, it is important that the most effective technology and software be implemented. They are frequently required to make the decisions even though they may have limited technical backgrounds that can reduce their comfort level, and ability to make competent and informed decisions regarding technology implementations. The aim of this research is to examine the process employed in selecting and acquiring technology and the intended use of that technology in a new high school in southern New Mexico (NM). The research questions that guided this study include: (a) Why were specific information technologies selected and implemented in a new school? (b) What was identified along with the technology, as required, that ensures that the technologies are effectively implemented? (c) How does information technology help meet the school's curriculum and learning aim? (d) What are the perceptions that access to information technology makes students more successful? The case study consists of interviews with the school principal, assistant principal, and the school's technologist(s) regarding technology acquisition and its subsequent implementation in a new high school in southern New Mexico. The second is the observation of technology use in the classroom along with teacher interviews. This information was triangulated with a document review and compared to the research literature. The technology acquisition and implementation seemed to be driven by the central office technologist with informed feedback and usability data from three recently built schools. The participants indicated that the technology could be used to support a variety teaching methodologies and learning styles. [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: Qualitative Research, Case Studies, Allied Health Personnel, Educational Technology
(2010). Playing with Wolves: An Interview with C. J. Rogers. Since 1992 C. J. Rogers has lived with wolves and studied their societies at Raised by Wolves, a licensed, nonprofit research sanctuary situated in a high valley of New Mexico's Zuni Mountains, not far from the Four Corners. Rogers, who has taught at Northeastern Illinois University and Western New Mexico University, holds doctorates in both psychology and behavioral ecology, and she applies her knowledge of both disciplines to interpreting the emotional dynamics of wolf packs in the habitats–the "playgrounds"–that she has constructed. Rogers describes herself both as a playmate and a sentry for the misunderstood animals she loves and protects. She observes wolves in literal harmony as they sing, and she carefully chronicles their inventiveness and mischief as they play. She also studies closely how conflict arises in and is managed by the packs and how grieving ends play in the complex social systems. In this wide-ranging interview, she offers a fresh interpretation of the role of play in the evolution of humans and wolves, including new views about how early humans learned from wolves. [More] Descriptors: Interviews, Animals, Animal Behavior, Play
(2015). Do College-Ready Students Benefit When High Schools and Colleges Collaborate? Experimental Evidence from Albuquerque, New Mexico, Society for Research on Educational Effectiveness. In this article, the authors address what is called the "summer melt," where academically-accomplished, college-intending high school graduates fail to enroll anywhere in the year following high school, or do not attend the quality of institution (measured, for instance, by graduation rates) at which they have the academic credentials to be admitted. The authors' research focused on investigating whether college-ready, college-intending recent high school graduates benefit when high schools and universities collaborate to support their transition to college. Some questions included: (1) Do students who receive proactive outreach from a high school- or college-based counselor during the summer enroll in college at higher rates than students who do not receive outreach?; (2) Are students differentially responsive to outreach from counselors stationed at a university versus counselors stationed at their high school? ; and (3) Are student groups less represented on the University of New Mexico campus more responsive to proactive outreach than students that are more represented on campus? The study demonstrated that student groups traditionally underrepresented in higher education, such as Latino males, are more susceptible to having their college plans fall apart during the summer after high school graduation. In addition, the study also showed that concentrated and targeted outreach to underrepresented groups during the summer months can have a profound effect on whether they successfully matriculate, increasing their enrollment by 13 percent. Outreach from counselors stationed at the college side was particularly effective, suggesting that proactive communication and the offer of support from students' intended college may helpfully reinforce students' sense of belonging at and welcome from higher education institutions. The following are appended: (1) References; and (2) Tables and Figures. [More] Descriptors: College Readiness, High Schools, College School Cooperation, High School Graduates
(2016). War, Education and State Formation: Problems of Territorial and Political Integration in the United States, 1848-1912, Paedagogica Historica: International Journal of the History of Education. After the Civil War (1861-1865), the United States faced a problem of "reconstruction" similar to that confronted by other nations at the time and familiar to the US since at least the Mexican-American War (1846-1848). The problem was one of territorial and political (re)integration: how to take territories that had only recently been operating under "foreign" governance and integrate them into an expanded nation-state on common structural terms. This paper considers the significance of education in that process of state (re)formation after the Civil War, with particular attention to its role in federal territories of the US West. Specifically, this paper analyses the role that education-based restrictions on citizenship, voting rights and office-holding played in constructing formal state power in the cases of five western territories: Hawaii, Indian Territory, Oklahoma, Arizona and New Mexico. A focus on the significance of education in these cases both advances and challenges literature on the "hidden" and decentralised structure of national policy-making in the US. It adds to that literature by illuminating how education served as an indirect tool of national policy in the West, effectively shaping the structure of power in other policy domains. At the same time, by focusing on the US West, the present analysis challenges the idea that national governance in the US was particularly "decentralised" or "hidden". It highlights instead: (1) the role of colonial racialism in shaping national responsibility and authority for education in the US; and (2) the significance of education as both an alternative and a corollary to war in establishing US colonial power. [More] Descriptors: United States History, War, Politics, Educational History
(2016). Research in, on, or about Honors, Journal of the National Collegiate Honors Council. In this article, Marygold Walsh-Dilley supports the notion that research in honors is a lot less common than it would appear to a casual observer and that such analyses will help administrators demonstrate the significant benefits of honors education for both honors students and the larger colleges and universities they serve. She also supports a renewed focus on research within the broader honors community. She is struck, though, by what she thinks is misplaced preposition in both George Mariz's essay where he writes "Research in honors has become a priority for the National Collegiate Honors Council" and in the broader discussions at the National Collegiate Honors Council (NCHC). While usually tagged with the phrase "research in honors," these conversations are usually about research "on" honors. Walsh-Dilley asserts this needs to be clarified–that there is–and should be–a great deal of research in honors that is not on honors. To suggest that what qualifies as research in honors is strictly research about what happens in honors is to ignore some of the most creative, innovative, unique, and honors-like research that honors teachers and their students do. Following a review of Mariz's essay, Walsh-Dilley describes a task force recently created at the University of New Mexico Honors College with the aim of discussing and making recommendations about how to better integrate methodological instruction into the honors curriculum. The task force's discussions focus on questions about (1) what courses can be offered that will prepare students for a senior capstone experience and for lifelong critical, interdisciplinary engagement and (2) what elements are crucial to interdisciplinary, community-engaged research. Finally, Walsh-Dilley considers what makes research within honors unique. [More] Descriptors: Honors Curriculum, Educational Research, College Curriculum, Student Research
(2005). Developing Relationships & Partnerships between Tribes and the State to Ensure Equitable Resources & Quality Education for Native American Students. State of New Mexico Tribal-State Indian Education Summit Report. More than 300 tribal representatives and educators from across New Mexico met at Ohkay Owingeh on December 19, 2005, to discuss ways to improve education for American Indian students in New Mexico. The Summit was a collaborative effort by New Mexico's Office of Indian Affairs, Public Education Department, Higher Education Department, and tribal communities. Governor Bill Richardson gave the keynote address. He stressed that New Mexico must develop solutions in American Indian education rather than report deficits year after year. Toward that end, he requested a legislative appropriation of $500K to propose solutions for teaching Native children on and off reservations in the state; $2M for Advanced Placement classes for Native American high school students; an expansion of the Lottery Success Scholarship to include students who attend tribal colleges; and Capital improvement projects on tribal lands totaling $2.5M. The singular challenge facing Indian educators is that achievement, retention, and graduation rates of American Indian students across P-20 levels lag significantly behind state and national norms. The Summit was organized around four strands, which also structure sections of this report: Early Childhood Education, Elementary and Secondary Education, Higher and Adult Education, and Other Education Issues, which include Urban Indians, Health, and the No Child Left Behind Act. Summit participants generated Challenges and Recommendations in each of the strands. (Contains 6 figures.) [This document was produced by the New Mexico Higher Education Department.] [More] Descriptors: Advanced Placement, Early Childhood Education, Elementary Secondary Education, Higher Education
(2008). An Evaluation of Youth Empowerment Tobacco Prevention Programs in the Southwest, Journal of Drug Education. Evaluation research pertaining to the development of assessment instruments that fully capture the facets of empowerment prevention perspectives among youth are sparse. With funding from the American Legacy Foundation, the University of New Mexico Center for Health Promotion and Disease Prevention, in partnership with the New Mexico State Department of Health, developed a measure of individual empowerment. Drawing from the various bodies of literature in adolescent development, substance abuse prevention, and program/coalition building, a questionnaire was developed to capture facets of individual empowerment as it pertains to tobacco prevention efforts among youth within New Mexico. Utilizing a sample of 112 youth participants, principal axis factor analysis with Varimax rotation revealed four valid sub-scales entitled active participation, empowerment efficacy, external organizational involvement, and participant satisfaction. Internal consistency reliabilities were satisfactory with Cronbach's alpha ranging from .78 to .84. Regression mediation analysis revealed that active participation mediated the relationship of empowerment efficacy and self-esteem. Challenges associated with conceptualizing and assessing empowerment among youth are discussed. [More] Descriptors: Adolescent Development, Empowerment, Evaluation Research, Substance Abuse