This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Larisa S. Shambaugh, Cengiz Hakan Aydin, Pam Stephens, College Board, June Kronholz, Laurel Lampela, Alves Dos Santos, Karen M. Potter, Kristin E. Geiser, and Brian J. Gottlob.
(2010). The Enduring Communities Project of Japanese American Experiences in New Mexico during World War II and Beyond: A Teacher's Journey in Creating Meaningful Curriculum for the Secondary Social Studies Classroom, ProQuest LLC. In 2006, the Japanese American National Museum funded a three year curriculum development project entitled "Enduring Communities: Japanese Americans in Arizona, Colorado, New Mexico, Texas and Utah." As a member of the team of teachers from New Mexico, I used this experience to study my process of developing meaningful content and pedagogy about Japanese American internment for U.S. History and Civics courses at the secondary level. History is full of stories involving characters, actions, events, artifacts and analysis by those within the experience and those studying the experience in an academic setting. Understanding the past means knowing how what happened was shaped by a multiplicity of factors including the lives of those affected then and now. Developing this kind of historical knowledge was transformative; ideas became more important than facts. For the student, it meant learning to analyze and synthesize information to expand their thinking beyond a single event. Civil liberties for example, could be examined through the lens of the Japanese American experience during World War II. Narrative inquiry provides a methodology to document as well as analyze this personal story of curriculum development. Using Clandinin and Connelley's (2000, 2002) three-dimensional narrative inquiry space, the study focused on the context of the experience, the temporality of locating events within a larger framework, story-telling and metaphor as a way to describe the experience, and the inclusion of different voices to explore point-of-view. Data included journal entries, primary sources, video tapes, readings of both historical and pedagogical materials, student work from field tests, and interviews with team members and museum personnel. The conclusions were that (1) teacher-driven curriculum development is an under-utilized process leading to effective instruction in the classroom, (2) teachers voices need to be included and valued within the field of curriculum development, (3) experiences like the "Enduring Communities" Project are invaluable professional development opportunities for teachers, and (4) the combination of research, pedagogy and time are crucial components of effective teaching. Future studies should explore the need for teacher-driven curriculum and study the connections between theorists, theory and practice in the secondary social studies classroom. [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: Japanese Americans, War, World History, Curriculum Development
(2009). Recycle Runway, SchoolArts: The Art Education Magazine for Teachers. Nancy Judd has been called a folk artist, an outsider artist, and a designer–all characterizations that she tends to shirk. Perhaps if labels are needed, environmental artist educator is more appropriate. Judd lives and works in Santa Fe, New Mexico. She dedicates much of her time to creating art that raises public awareness of environmental issues. Judd's Recycle Runway campaign takes couture made from recycled materials to airports around the country. The mission of Recycle Runway is "to change the way the world thinks about the environment through innovative educational programs and couture fashions made from trash." This article presents an interview with Judd about her unique approach to increasing environmental awareness. [More] Descriptors: Environmental Education, Consciousness Raising, Artists, Recycling
(2000). Dropout Prevention. Hearing before the Subcommittee on Oversight and Investigations of the Committee on Education and the Workforce. House of Representatives, One Hundred Sixth Congress, Second Session (Albuquerque, New Mexico, January 24, 2000). This hearing, which occurred at New Mexico Technical Vocational Institute, Albuquerque, New Mexico, heard from state and local officials about what was working and not working in education. Included are statements on dropout prevention by Congressional representatives and by the Deputy Director of the New Mexico Children, Youth, and Families Department Early Care Prevention and Intervention Division; the Deputy Director of the Emmanuel Baptist Child Development Center and Academy, Farmington, New Mexico; the Director of the Albuquerque Partnership, Albuquerque, New Mexico; the Dean of the College of Education, University of New Mexico; the President of Youth Development, Incorporated, Albuquerque, New Mexico; the Director of the Center for Teacher Education, University of New Mexico; the Associate Superintendent of Albuquerque Public Schools, New Mexico; the President of Roger Cox and Associates, Albuquerque, New Mexico; an educational consultant from Albuquerque, New Mexico; a Danforth Fellow at the University of New Mexico Sierra Alternative Program; a student at the Sierra Alternative Program; and a mother from Albuquerque, New Mexico. Statements, letters, and presentations are appended. [More] Descriptors: Academic Persistence, Dropout Prevention, Dropout Programs, Dropout Rate
(2007). Moving from the inside out: Hammond's "Radiant Affection", Journal of Gay & Lesbian Issues in Education. Harmony Hammond, known both nationally and internationally, is a contemporary lesbian artist from New Mexico who has lectured and published extensively on feminist art, lesbian art, and the cultural representation of "difference." "Radiant Affection" is representative of Hammond's organic work from the early 1980s that makes present the gendered body. Despite a demanding schedule, Hammond continues to be involved and supportive of the lesbian and gay communities and has curated several art exhibitions of contemporary works by lesbian, gay, bisexual, transgendered, and two-spirited people. [More] Descriptors: Homosexuality, Artists, Art Products, Cultural Differences
(2014). Assessing the Effectiveness of New Mexico's K-3 plus Summer Learning Initiative, Society for Research on Educational Effectiveness. Students' basic reading and math skills can decline significantly during the summer months. Most attribute this to the prolonged period during which young students are outside of a structured learning environment (Cooper et al 1996). While summer learning loss occurs among all income groups, the effects are more pronounced for those from lower-¬-income households than those from higher-¬-income households where families have sufficient resources to provide enriching summer activities including camps, lessons, tutoring, art programs, and such (Entwisle, Alexander, and Olson 1997). These losses begin even in the earliest years of K-12 schooling and accumulate from year to year as students move through the crucial years of learning to read and have lasting impacts on student achievement (Alexander et al 2007). Moderate levels of evidence suggest that summer programs provided as school can ameliorate regression in achievement over the summer holidays (e.g. Borman and Dowling 2006). These findings have led to renewed interest in summer programs designed to mitigate, or even reverse, the trend of summer learning loss. This paper shares additional findings on the effect of the program through the first grade year. The results show that across four outcome domains of interest–Expressive Vocabulary, Letter-Word ID, Applied Problems, and Basic Writing–students randomly assigned to spend the summer in K-3 Plus outperformed those who were randomly assigned to receive regular school year services only. Results, while preliminary, suggest that the K-3 Plus model is an effective way to improve student achievement in high-poverty schools by ameliorating summer learning loss. A table is appended. [More] Descriptors: Primary Education, Foreign Countries, Summer Programs, Program Evaluation
(2009). Cultural Interpretations of the Visual Meaning of Icons and Images Used in North American Web Design, Educational Media International. This study examines cross-cultural interpretations of icons and images drawn from US academic websites. Participants from Morocco, Sri Lanka, Turkey, and the USA responded to an online questionnaire containing 18 icons and images representing online functions and information types common on US academic websites. Participants supplied meanings for icons and images and selected a preferred image to represent each of four specific online functions. From three images of professors, participants chose one with whom they would prefer to study. Data were collected at the University of New Mexico, USA; in Internet cafes in the Middle Atlas region and at Al-Akhawayn University, Morocco; the Open University of Sri Lanka in Nawala, Nugegoda; and at Anadolu University, Turkey. A qualitative analysis examines participants' perspectives and preferences for specific representations and identifies cultural themes in relation to Hofstede's dimensions. Implications for the design of images for cross-cultural users are discussed. [More] Descriptors: North Americans, Web Sites, Computer System Design, Cross Cultural Studies
(2009). The Status of State-Level Response to Intervention Policies and Procedures in the West Region States and Five Other States. Issues & Answers. REL 2009-No. 077, Regional Educational Laboratory West. Response to intervention (RTI) can be both a system for providing early interventions to struggling students and a special education diagnostic tool for evaluating and identifying students with specific learning disabilities. Contributing to the very limited literature on state-level approaches, this report describes how nine states define and support RTI at the state level. Despite the growing attention, little has been published on the state-level approach to RTI. This report expands the limited research base by providing descriptive information on state-level RTI policies and procedures in nine states: Arizona, Arkansas, California, Illinois, Nevada, New Mexico, Pennsylvania, Utah, and Washington. While the focus is on West Region states: (Arizona, California, Nevada, and Utah), RTI practices in five states outside the region (Arkansas, Illinois, New Mexico, Pennsylvania, and Washington) provide additional insights into state-level approaches to RTI. The study addresses the following research questions: (1) How is RTI defined in the nine study states, and how are RTI efforts supported at the state level? and (2) What considerations do state respondents report about developing state RTI policies and procedures, and how have their states addressed them? Four appendices are included: (1) Profiles of state approaches to response to intervention; (2) Data collection and study methods; (3) Interview protocol; and (4) Documentation review summary sheet. A list of 44 state-specific resources used in document review is also included. (Contains 4 tables, 10 notes, and 3 boxes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional Educational Laboratory West administered by WestEd.] [More] Descriptors: Early Intervention, Educational Diagnosis, Learning Disabilities, State Programs
(2013). Preparing Teachers Who Can Effectively Assess Students with Disabilities, ProQuest LLC. This qualitative interview study examined the classroom assessment knowledge and beliefs of five recent graduates of the University of New Mexico Special Education Dual License Program (SEDLP). Research questions were designed to gain understanding in three areas. First, in what ways did recent SEDLP graduates characterize their level of competence (theoretical understanding and practical application) in assessing the progress of students with disabilities in the classroom? Second, in what ways do SEDLP graduates report that they use classroom assessment to inform classroom instruction? Third, what features of the SEDLP teacher preparation program do graduates identify as having positively or negatively impacted their ability to effectively use classroom assessments? To answer these questions, each participant was interviewed twice using a semi-structured question format and constant-comparative methodology. The results showed participant knowledge and specific practices in addressing student affective needs, broadening the application of assessments by individualizing and differentiating, meeting district requirements for assessments, using measurable assessment criteria, and using frequent informal assessment. Classroom instruction was most impacted as participants determined next steps to address knowledge gaps or intervene behaviorally. The SEDLP was characterized as positively impacting classroom assessment in the areas of providing assessment models, multiple examples of types, multiple informal assessment practice opportunities, and organizational and resource availability. It was characterized as lacking instruction in the ares of writing formal assessments and providing opportunities to learn and practice assessments in math. These results lead to implications for future practice and research that are discussed. [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, College Graduates, Special Education Teachers, Special Education
(2013). Early Childhood Community School Linkages: Advancing a Theory of Change, John W. Gardner Center for Youth and Their Communities. In 2009, the Coalition for Community Schools at the Institute for Educational Leadership (CCS-IEL) embarked on an ambitious action research and development project, leveraging the community school system infrastructure present in three geographic regions (Tulsa, Oklahoma; Multnomah County, Oregon; Albuquerque, New Mexico) to advance research and practice around a preK-3 approach that includes strategic partnerships between the elementary community school sector and early childhood sector. The Early Childhood and Community School Linkages Project (the Linkages Project) was guided by the premise that regions with relatively mature community school initiatives were uniquely positioned to incorporate a range of alignment practices known to smooth children's transition from the early years into the early grades. After three years of implementation and the completion of a formal implementation study of the Linkages Project, CCS-IEL and the Gardner Center are poised to advance an evidence-based theory of change for early childhood and community school linkages. The theory of change assumes an integrated tri-level approach, attending to changes in three dimensions: (1) Settings (classrooms, schools, early childhood centers); (2) Systems (cross-sector collaboratives, school districts, geographic regions); and (3) Individuals (children and families). The implementation study identified a number of practices that improved linkages at the setting, system, and individual levels, including: (1) Cultivating shared responsibility for smooth and effective linkages; (2) Starting where it makes sense in your local context; (3) Cultivating leaders with authority, expertise, and commitment to sustain and scale linkages; and (4) Promoting community school development. The report discusses system-level practices and outcomes, continues with the setting-level, and concludes with practices that were designed to provide direct support to children and families and short-term outcomes associated with those practices. [More] Descriptors: Early Childhood Education, Community Schools, Program Implementation, Action Research
(2007). Concerned about Juvenile Sex Offenders, States Move to Tighten Their Regulations, Education Week. Confronted with widely publicized accounts of assaults by juvenile sex offenders against fellow students or school staff members, several states are grappling with the issue of how to balance a student's right to an education with the threat that such a student may pose. Legislatures and agencies in several states, such as Arkansas, New Mexico, Oklahoma, and Texas are debating on who needs to know if a juvenile sex offender is in school and if those offenders should be in a traditional school setting. In this article, the author discusses existing laws regarding juvenile sex offenders, as well as violent incidents that happened in some states. [More] Descriptors: Criminals, Delinquency, Sexual Abuse, Youth
(2013). No Substitute for a Teacher: Adults' Absences Shortchange Students, Education Next. U.S. teachers take off an average of 9.4 days (roughly 1 day per month) each during a typical 180-day school year. By that estimate, the average child has substitute teachers for more than six months of his school career. The education department reported after the 2003-04 school year that 5.3 percent of U.S. teachers are absent on any given day, and that's still the number most researchers use. In the education department's 2009-10 report–assembled by its Office for Civil Rights from surveys of 57,000 schools–on average, half the teachers in the 208 Rhode Island schools surveyed were absent more than 10 days during the year, surpassing teacher absences in Hawaii, Arkansas, Oregon, and New Mexico by only a whisker. Nationally, 36 percent of teachers were absent that often. And even in Utah, which reported the lowest absence rates to the department, 20 percent of teachers took off more than 10 days each school year. Gleaning from research results from Harvard's Raegen Miller, Richard Murnane, and John Willett and Duke University's Charles Clotfelter, Helen Ladd, and Jacob Vigdor, this article discusses the demographics of teachers who take the most leave and their reported reasons for their absences. Additionally, statistics from the National Council on Teacher Quality and study results from Columbia researchers Mariesa Herrmann and Jonah Rockoff support an examination of the impact of these absences, the use of substitute teachers, the cost to learning, and different systems used by different schools to lessen that impact. [More] Descriptors: Teacher Attendance, Geographic Location, Teacher Characteristics, Leaves of Absence
(2015). Validity Evidence for the Interpretation and Use of Essential Elements of Communication Global Rating Scale Scores, ProQuest LLC. Purpose. Clinical communication influences health outcomes, so medical schools are charged to prepare future physicians with the skills they need to interact effectively with patients. Communication leaders at The University of New Mexico School of Medicine (UNMSOM) developed The Essential Elements of Communication-Global Rating Scale (EEC-GRS) to teach and assess patient-centered communication skills. The instrument contains seven, behaviorally anchored Elements, which support the validity and reliability of scores. This study evaluated new validity evidence that supports the interpretation and use of scores resulting from the instrument. Method. Two methods were utilized to evaluate validity evidence. (1) Correlation studies were conducted that compared the relationship between EEC-GRS scores with both Patient Satisfaction and the National Board of Medical Examiners Step 2 Communication and Interpersonal Skills (CIS) scores. (2) Exploratory Factor Analysis was conducted to determine how many constructs the instrument measured, and how these constructs were related. Results. Results suggested correlation (r = 0.76) and predictive strength (r[superscript 2] = 0.58) between EEC-GRS and Patient Satisfaction scores. There was also evidence of outcomes from the EEC-GRS to predict scores on Step 2 CIS (r[superscript 2] = 0.16). In addition, Patient Satisfaction was correlated with Step 2 CIS scores (r = 0.44) and predictive of Step 2 CIS scores (r[superscript 2] = 0.19). Subsequently, factor analysis resulted in a 2-factor structure. To explain the factor structure, key descriptive words were extracted from the each element in the factor cluster and linguistic themes were evaluated. Words defining Factor-one described interaction with the patient, whereas words associated with Factor-two suggested one-directional communication from the clinician to the patient. Conclusions. This study produced new validity evidence supporting the usefulness of the EEC-GRS at UNMSOM. Results suggest that the instrument has both curricular and assessment value to scaffold the development of medical students' patient-centered communication skills and thus prepare them for the clinical environment. [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: Evidence, Rating Scales, Correlation, Validity
(2005). The Fiscal Impact of Tuition Tax Credits in New Mexico, Friedman Foundation for Educational Choice. Proposals to expand opportunities for children to attend independent schools prompt heated and complex debates. Proponents and opponents bring a number of philosophical and ideological arguments to public policy discussions, while lawmakers often justify their decisions on the basis of the perceived economic and fiscal impacts of the proposals. Evaluating the economic and fiscal impacts of a tuition tax credit proposal is a complex process that involves understanding many variables. This study seeks to inform the debate over a proposal being discussed in New Mexico that would give tax credits for contributions to organizations that provide scholarships to children enrolling in independent or private schools. The researchers use public data on income and charitable contributions in New Mexico, national surveys of the patterns of charitable giving to educational organizations, and the documented experiences of other states that have enacted tuition tax credits to develop estimates of the likely volume of contributions to scholarship-granting organizations and the resulting revenue impact of the tax credits. They construct a model to determine the impact tuition tax credits will have on total state education aid and to calculate the "breakeven" rate of migration, or the number of public school students that would have to migrate from public to independent schools in order to make the tax credit fiscally neutral from the perspective of New Mexico state government. Finally, they use district-level expenditure and enrollment data to estimate the percentage of expenditures that are fixed versus variable across school districts in New Mexico, and compare the revenue and cost impacts of tuition tax credits on school districts to determine the net fiscal impact of tuition tax credits on school districts. (Contains 7 tables, 12 figures and 17 footnotes.) [This study was sponsored by the Milton and Rose D. Friedman Foundation and the Albuquerque Partnership.] [More] Descriptors: Private Schools, Tax Credits, School Districts, Scholarships
(2014). New Mexico. State Supplement. The 10th Annual AP[R] Report to the Nation. This report provides educators and policymakers with information they can use to celebrate their successes, understand their unique challenges, and set meaningful goals to increase opportunity for all students. It is important to note that while AP¬Æ Exams are valid measures of students' content mastery of college-level studies in specific academic disciplines, AP results should never be used as the sole measure for gauging educational excellence and equity. Because reliable demographic data for nonpublic schools are not available for all states, this report represents public school students only. Additionally, this report looks at students' entire experience with AP — tracking exams taken by graduates throughout their high school careers — as opposed to reporting exam results from a particular calendar year. [For the full report, see ED559067.] [More] Descriptors: Advanced Placement, African American Students, American Indian Students, Asian American Students
(2013). A Quantitative Analysis of Recessions and Financial Changes in Higher Education Institution Alumni Programs, ProQuest LLC. The study examined the relationship between recession and alumni contributions to institutions of higher education for operational expenses and capital expenditures that include property, buildings, and equipment. Identifying variables that may decrease alumni contributions is important because decreased state funding for higher education institutions and increased costs of maintaining higher education infrastructure have created growing demand for alternative means of funding. The scope of this study included 54 public and private college and universities in the states of Arkansas, Arizona, Louisiana, New Mexico, Nevada, Oklahoma, Texas, and Utah. The collection of archival data from the Council for Aid to Education VSE databases provided data for this study. The variable under consideration is the effect of current macroeconomic recessions that occurred from 2000 to 2010 on alumni contributions to their respective colleges and universities. In addition, the application of contributions received (if any) to sustaining programs or capital programs were also considered. The study concluded that there is no significant difference among the mean total alumni donations given in the years 2000, 2001, 2003, 2005, 2008, and 2009. It is further concluded that there is no significant interaction between the year of alumni donations and the school category (public or private). Additionally, it is concluded there is no significant difference between the alumni donations to operating funds in public (non-secular) versus private (non-secular) universities. [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: Alumni, Private Financial Support, Higher Education, Educational Finance