This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Keith Curry Lance, Jenn Jevertson, Sky Gray, Marion Herbert, Michelle Melton, Kerry L. Parker, Jennifer Herbold, Anthony P. Carnevale, Nicole Smith, and Laura Owen.
(2009). The Effect of an Experiential, Adventure-Based "Anti-Bullying Initiative" on Levels of Resilience: A Mixed Methods Study, Journal of Experiential Education. The purpose of this study was to assess the effect of an experiential, adventure-based "Anti-Bullying Initiative" on levels of resilience. The goal of this initiative was to create a more positive, caring, and safe learning environment for all students at a local elementary school in Santa Fe, New Mexico. Activities were designed to promote participants' resiliency skills, reduce bullying behavior, and create safer classroom environments. This study examined the effect of program participation on immediate changes in resilience, the enduring impact on resilience at 4 months post-treatment, and differences based on gender. In addition, this study sought to identify key program components that may have contributed to the observed changes. [More] Descriptors: Bullying, Educational Environment, Experiential Learning, Adventure Education
(2012). An Investigation of Southwestern Area Principals and the Enactment of Crisis Plans in High Schools, ProQuest LLC. The purpose of this study was to identify what southwestern area high school principals reported as the enactment of school crisis plans as described in the Center for Mental Health in Schools at UCLA (CMHS, 2008), "Resource Aid: Responding to a Crisis at School." The conceptual framework guiding the study was an adaptation of the Crisis Assistance and Prevention Survey (CAPS, 2008) instrument developed by the CMHS and was comprised of immediate assistance in a crisis, follow-up, and crisis response training for stakeholders. A quantitative study of high school principals in Colorado, New Mexico, and Texas was conducted. An online research survey determined the essential practices related to crisis assistance and response as reported by the high school principals. [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: High Schools, Principals, Crisis Management, Emergency Programs
(2016). Mexico's "Telesecundaria" Program and Equitable Access to Resources, McGill Journal of Education. This Note provides an analysis of Mexico's "Telesecundaria" program within the context of Mexico's new education reform framework offering a succinct background of the project, as well as key policy lessons that can be useful for other jurisdictions interested in the development of distance education programs. This Note uses a literature and data analysis review approach, as well as qualitative analysis of interview data collected recently in Mexico by the authors. The Note positions pedagogical approaches to distance education within the context of developments in communication, internet access and renewable energy technologies, as well as within the challenges of the digital divide as means of powering digital access to information and education to remote, rural and marginalized communities. [More] Descriptors: Equal Education, Access to Education, Interviews, Qualitative Research
(2004). Pathways to the Diploma. Transcript of NCSET Conference Call Presentation, National Center on Secondary Education and Transition (NCSET), University of Minnesota. New Mexico defines a pathway as a planned program of study (course, Individualized Education Program [IEP] goals, objectives, and benchmarks) designed to address the needs of individual students. Students receiving special education services are able to earn their high school diploma option by following one of three pathways: Standard, Career Readiness, and Ability Pathways. Successful completion of the selected pathway earns the student a high school diploma and the right to participate equally in all graduation activities. During this teleconference, Sue Gronewold, Educational Administrator with the Special Education Bureau of the New Mexico Public Education Department, explained each of these three pathways and their implications for students with disabilities. [More] Descriptors: Disabilities, Public Education, Special Education, Graduation
(2012). Narrowing the College Opportunity Gap: Helping Students and Families Navigate the Financial Aid Process, ProQuest LLC. The number of students enrolling in post-secondary institutions in the U.S. has slowly been rising over the last 10 years, yet gaps continue to exist in terms of who attends college and persists through graduation. Minority and low income students often lack the guidance needed to navigate the college enrollment process and as a result, remain underrepresented at U.S. colleges and universities. The prospect of attending college is frequently ruled-out based on fears surrounding college costs and lack of awareness and exposure to financial aid programs. This dissertation study looked at the impact of increased school counselor outreach on FAFSA completion and college enrollment in a large urban school district in Albuquerque, New Mexico. Researchers found robust treatment effects on both FAFSA completion 0.103 (sd = 0.01) and college enrollment 0.117 (sd = 0.01) suggesting a strong correlation between student contact with a school counselor and these two essential tasks for successful college matriculation. The opportunity gap was narrowed for all groups measured with the greatest improvement noted for African American, Asian, and Native American students. [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: Access to Education, Postsecondary Education, Equal Education, Minority Group Students
(2010). School Librarians Continue to Help Students Achieve Standards: "The Third Colorado Study (2010)." A Closer Look, Online Submission. In 2000, the Colorado State Library published "How School Librarians Help Kids Achieve Standards: The Second Colorado Study." This follow-up study is the third Colorado study of the impact of school libraries and librarians on academic achievement, and the second study to examine their impact on student performance on the Colorado Student Assessment Program (CSAP) tests. The findings of this latest study are consistent with those of the two previous studies on several key points. Students tend to perform better on achievement tests where school libraries have more full-time equivalents (FTEs) of staffing; larger collections of periodicals and instructional videos; better-networked online resources made accessible via computers in the library as well as in classrooms, labs, and offices; higher total library expenditures; and heavier use, as indicated by both library visits and circulation. Between 2000 and 2009, similar findings have been generated by studies in 17 other states (Alaska, California, Florida, Illinois, Indiana, Iowa, Massachusetts, Michigan, Minnesota, Missouri, New Mexico, New York, North Carolina, Oregon, Pennsylvania, Texas, and Wisconsin) as well as the Canadian province of Ontario. Many of these studies also present evidence that the relationships between library programs and test performance cannot be explained away by other school or community conditions. (Contains 8 tables and 4 charts.) [This report was produced by the Library Research Service (LRS), a unit of the Colorado State Library, Colorado Department of Education.] [More] Descriptors: Library Research, Academic Achievement, Achievement Tests, Program Effectiveness
(2009). Marking Territory: Legislated Genres, Stakeholder Beliefs, and the Possibilities for Common Ground in the Mexican Wolf Blue Range Reintroduction Project, Written Communication. This article reports the results of a study analyzing the interaction of administrative genres and stakeholder beliefs in the Mexican Wolf Blue Range Reintroduction Project (MWBRRP) in New Mexico and Arizona. The author examines this interaction through an analysis of a set of 944 recorded public comments (with administrative responses) concerning the project's federally mandated Five-Year Review. To reconstruct stakeholder beliefs from this data set, the author uses filter theory, a method that works inductively from interpretive decisions made in the face of competing beliefs to produce a ranking of those beliefs' impact on the decision process, called a "filter." Results suggest that incompatibilities in stakeholder filters, combined with inappropriate generic choices, foreclosed on a possible rhetorical space for cooperation in the MWBRRP. However, some compatibility in stakeholder filters indicates common ground on which administration should focus future cooperative efforts. [More] Descriptors: Stakeholders, Beliefs, Discourse Analysis, Content Analysis
(2011). STEM: Science Technology Engineering Mathematics. State-Level Analysis, Georgetown University Center on Education and the Workforce. The science, technology, engineering, and mathematics (STEM) state-level analysis provides policymakers, educators, state government officials, and others with details on the projections of STEM jobs through 2018. This report delivers a state-by-state snapshot of the demand for STEM jobs, including: (1) The number of forecast net new and replacement jobs by state for each of the five STEM occupational groups; (2) The educational distribution of STEM jobs by state; (3) The share of STEM jobs in each state, by education level; and (4) The growth of STEM jobs by state between 2008 and 2018. The STEM state-level analysis finds that: (1) The District of Columbia will have the highest proportion of STEM jobs as a fraction of job openings through 2018 (10%), followed by Virginia (8%), Washington (8%), and Massachusetts (8%). However, nine states are projected to have only have 3 percent of their future job vacancies in STEM occupations in 2018; (2) 19 states will be at or above the national average of 92 percent in terms of the share of their STEM jobs that will require postsecondary education or training. Hawaii leads all states in the proportion of STEM jobs that require postsecondary education and training (96%), followed by Massachusetts (94%), Colorado (94%), and Minnesota (94%); (4) Oklahoma and Nevada lead in the proportions of the state's STEM jobs available for workers with some college, including postsecondary vocational certificates and on-the-job training (23% each); (5) Compared to all other states, North Dakota will have the highest proportion of its STEM jobs for workers with Associate's degrees (24%); (6) Wyoming leads all other states in its proportion of STEM jobs for Bachelor's degree-holders (55%); (7) The District of Columbia will have the highest proportion its STEM jobs for workers with Master's degrees (36%), while Massachusetts and New Mexico will have the highest share of their STEM jobs for PhDs (9%); and (8) In most states, Computer occupations are the largest of the STEM occupations. However, in Louisiana, Michigan, Mississippi, New Mexico, South Carolina, and Wyoming, Engineers and Engineering Technicians will be the largest of the STEM occupations in the state, and in Alaska and Montana, the largest STEM occupation will be Life and Physical Scientists. (Contains 1 footnote.) [For the full report, "STEM: Science Technology Engineering Mathematics," see ED525297. For the executive summary, "STEM: Science Technology Engineering Mathematics. Executive Summary," see ED525298.] [More] Descriptors: Demand Occupations, Technical Occupations, Mathematics, Professional Occupations
(2012). A Running Start for ELLs, District Administration. One in four students under the age of six comes from an immigrant family in which at least one parent does not speak English. Traditionally, states such as Nevada, California, New Mexico, Arizona and Texas have served the vast majority of English language learner (ELL) students, although the surging growth of this demographic–now 5.5 million students–can be seen nationwide in new "gateway" states, including South Carolina, Indiana, Arkansas and Virginia, which are attracting more immigrant families. It is almost inevitable that every teacher across the nation will encounter an ELL student during his or her career if it hasn't happened already. As this population continues to swell, the achievement gap between ELLs and their non-ELL peers continues to widen. Many educators and legislators point to early childhood programs as a solution. There is a vast body of research linking students' performance in their early years to their success in the K12 arena. Achievement patterns in language and reading are established largely in the period from birth through the end of the primary grades. Researchers have also linked early learning to various long-term benefits, including high employment and lower crime rates, compared to those who don't have access. Early learning programs help bridge the gaps in school readiness, and it's in those younger years when the brain is best suited for language acquisition. [More] Descriptors: Achievement Gap, Immigrants, School Readiness, English (Second Language)
(2009). High School Health and Physical Education: Reinforcing the 3Rs, Techniques: Connecting Education and Careers (J1). The ultimate goal of the education process should be to improve instruction and increase student learning. To effectively accomplish this would truly result in education reform. Therefore, the first step in bringing about education reform is to provide academic rigor, vocational relevance and curricula relationships in programs that students see as real. The health and physical education program at the Digital Arts and Technology Academy (DATA) in Albuquerque, New Mexico, utilizes the 3 Rs of rigor, relevance and relationships, which provide the philosophical underpinnings and the educational foundation of the program (Miles, 2005). This pragmatic approach has allowed DATA "to get real" with high school health and physical education students by actively involving them in their own education. [More] Descriptors: Physical Education, Educational Change, Health Education, Relevance (Education)
(2012). Riding out a Financial Storm, School Administrator. After two decades of steady growth and financial stability in the Rio Rancho Public Schools, New Mexico's fastest-growing school district found itself face to face with a $3.8 million budget deficit going into the 2008-09 school year. Because people in the district hesitated to change anything that would cut into student programming, and nobody wanted to resort to teacher and staff layoffs, the operations team in Rio Rancho proposed a battery of spending cuts, savings strategies and cultural changes. Today, Rio Rancho Public Schools forecast a nearly balanced budget for the first time in five years. For the 2010-11 school year, the cash balance had grown to more than $8.9 million despite state budget cuts. The plan for 2011-12 was to use some of the cash balance to help sustain programs and avoid personnel cuts. The school district has been able to accomplish that while maintaining a quality education program. In this article, the author shares three takeaways from the painful turnaround of fortunes in a community accustomed to years of steady growth and financial stability. [More] Descriptors: Budgeting, Educational Quality, Public Schools, School Districts
(2011). Utilizing Data on Academic Dishonesty at the University of New Mexico, ProQuest LLC. Academic integrity (AI) and academic dishonesty (AD) have been intensified areas of concern in higher education. This research study explored issues of students' AD at the University of New Mexico (UNM). With the rise in academic dishonesty, this study was conducted with the intention of determining how AD can be deterred or discouraged. Students were asked questions regarding their previous cheating behavior, their future cheating behavior, and the reasons why they did or will cheat. The demographics of academic major (business, education, engineering, and social science), gender (male and female), or race (White and Hispanic) were studied to determine if they affect their AD. In addition, UNM, was compared to other Carnegie Very High and High Research (CHR) institutions and Hispanic Serving Institutions (HSI) to explore if these unique categories make a difference in the responses for the research questions. Based on the results of the study, recommendations were made for interventions to deter academic dishonesty. A model of Students' Academic Experience (SAE) and Academic Dishonesty (AD) with Interventions (labeled the KAE model or "K Model") is shown. [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: Ethics, Data, Information Utilization, Universities
(2012). Curriculum Mapping and Research-Based Practice: Helping Students Find the Path to Full Potential, Odyssey: New Directions in Deaf Education. Wiggins (2010) writes: "We tend to define teaching by measuring all the things a teacher is supposed to 'do' rather than all the things a teacher is supposed to 'accomplish'." When teachers think about what they need to do, they need to think about the expected results and how they can best support students in achieving those goals. As they face decisions on the paths of learning in their classrooms, they will find curriculum maps helpful for showing the way. At the New Mexico School for the Deaf (NMSD), teachers have immersed themselves in the process of using curriculum mapping to make sense of teaching. Curriculum mapping, notes Jacobs (2004), is a way to organize information and data in relation to the school calendar. It not only supports individual teachers but also provides a way for schools to bring together all parts of the whole. Within the field of deaf education, the mapping process must take into consideration the language and communication needs of the students. NMSD has tried to address those needs through the compilation of various print and non-print resources and including differentiated activities from which teachers may choose. There is a plethora of information on curriculum mapping available online, including workshops and planners. Each school needs to determine what works best for its program and develop templates to assist in the development of short-term and long-range mapping plans. [More] Descriptors: Special Schools, School Schedules, Teacher Effectiveness, Printed Materials
(2006). U. S. Teachers Learn about Family Security in Ghana, Journal of Family and Consumer Sciences. This article describes "Ghanaian Area Studies in Diversity-Globalization," a Fulbright-Hays Group Projects Abroad Program that took 18 New Mexico classroom teachers to Ghana, West Africa, in 2003 to bring a global perspective to the classrooms of New Mexico. This Fulbright project was designed for participants to gain a greater understanding of international, cross-cultural area studies through an immersion into various facets of Ghanaian culture and daily life. Another goal of this project was to gain a better understanding of the issue of family security in today's complex world. The New Mexico teachers lived for 3 weeks in a small rural village in the Volta Region where they participated in and observed the daily life of the extended compound family. The Fulbright teachers learned that the real security in Ghana lies within the strength of the extended compound family unit. The Fulbright project was a once-in-a-lifetime educational experience for 18 teachers who are now sharing their experience with students and fellow educators. [More] Descriptors: Foreign Countries, Teachers, Global Approach, Educational Experience
(2009). Feeling Blue in the South Valley: A Case Study of Nitrate Contamination in Albuquerque's South Valley, Bulletin of Science, Technology & Society. This article examines, by way of a case study, a community where groundwater has been highly contaminated with nitrate and how that situation brings together matters of public policy, environmental justice, and emerging technology. The Mountain View community lies in an unincorporated area of Bernalillo County, New Mexico; the neighborhood is 77% Hispanic and is a pocket of poverty whose residents are considered at risk for environmental injustice. Groundwater nitrate contamination was discovered in the 1960s, but residents were merely encouraged to dig deeper wells, until 1984 when most residents were put on nearby municipal water after a child was poisoned and hospitalized with methemoglobinemia, known as blue baby syndrome. In situ biodenitrification is an emerging technology that has been shown to completely remediate groundwater nitrate contamination after the injection of a food source for naturally occurring denitrifying bacteria; this technology is being considered for use in Mountain View. [More] Descriptors: Water, Public Policy, Water Pollution, Justice