Bibliography: New Mexico (page 020 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Keith Smolkowski, Christopher H. Warner, Donald J. Hernandez, New Mexico Public Education Department, Jane E. Stacey, Sharon Jeffcoat Bartley, Tim McManus, Merrilyn N. Cummings, David P. O'Brien, and Bryan Hildreth McCuller.

Lohse, Barbara; Cunningham-Sabo, Leslie; Walters, Lynn M.; Stacey, Jane E. (2011). Valid and Reliable Measures of Cognitive Behaviors toward Fruits and Vegetables for Children Aged 9 to 11 Years, Journal of Nutrition Education and Behavior. Objective: To examine reliability of validity-tested instruments measuring fruit and vegetable (FV) preference and self-efficacy (SE) for and attitude (AT) toward cooking. Methods: In Santa Fe, New Mexico, following cognitive interviews with 123 fourth- and fifth-graders, surveys were administered twice, less than 2 weeks apart, to students in 16 classrooms without intervening nutrition education. Results were assessed using Pearson correlation coefficient, Cronbach alpha, marginal homogeneity, Wilcoxon, and paired t tests. Results: Individual test-retest scores were significantly (P less than 0.001) correlated (n = 344; 72.9% Hispanic); r = 0.80 (SE), 0.82 (AT), and 0.88 (FV). Cronbach alpha was greater than or equal to 0.74 for all survey administrations. Classroom test-retest scores were significantly correlated (SE r = 0.66, AT r = 0.88, and FV r = 0.92). Self-efficacy and AT toward cooking were higher in girls (P less than 0.001). Conclusions and Implications: Validity-tested 8-item SE, 6-item AT, and 16-item FV surveys showed internal consistency and test-retest reliability and are suitable for impact assessment of cooking-based education interventions, specifically "Cooking with Kids."   [More]  Descriptors: Self Efficacy, Tests, Nutrition, Validity

Hernandez, Donald J.; Denton, Nancy A.; Macartney, Suzanne E. (2007). Young Hispanic Children in the 21st Century, Journal of Latinos and Education. This article presents a demographic portrait of young Hispanic children compared to young non-Hispanic Whites. New results from Census 2000 describe family and economic circumstances of children aged 08, as well as pre-K/nursery school and kindergarten enrollment for the United States, and for the 9 states with the largest number of young Hispanic children (Arizona, California, Colorado, Florida, Illinois, New Jersey, New Mexico, New York, and Texas). Most results in this article are presented in Tables 1 and 2, and these results along with many additional topics are available at the website of the Center for Social and Demographic Analysis, University at Albany, State University of New York: www.albany.edu/CSDA/children.   [More]  Descriptors: Whites, Nursery Schools, Hispanic Americans, Young Children

Bartley, Sharon Jeffcoat; Abdul-Rahman, Fahzy; Cummings, Merrilyn N.; O'Brien, David P. (2011). Fostering Collaboration: FCS Teachers and Cooperative Extension Faculty, Journal of Family and Consumer Sciences. Commonalities exist between family and consumer sciences (FCS) middle and secondary teachers and Cooperative Extension Service (CES) state and county faculty. From educational backgrounds to the content and societal issues of concern, FCS teachers and CES faculty follow similar paths, with differences in the audiences they reach and the settings in which they work. Collaboration between FCS teachers and CES faculty seems logical, allowing valuable resources to be shared. However, little is known about collaboration between these two groups. A review of the literature found no previous studies on collaboration between FCS teachers and CES faculty. The Advisory Committees of the FCS and Extension Home Economics (EHE) Departments at New Mexico State University (NMSU) are groups of individuals who represent each FCS content area and provide suggestions and guidance related to programmatic issues for the departments. The committees suggested during one of their yearly meetings that efforts be made to foster collaboration between the FCS teachers and CES faculty. Based on their recommendation, a plan was developed and implemented by FCS/EHE faculty to work toward fostering collaboration between the two groups. The objectives of the project were to develop, implement, and evaluate a template for meetings to foster collaboration between FCS teachers and CES faculty, to measure existing collaborative efforts between the two groups, to determine levels of interest in or need for collaboration as perceived by the groups, and to identify potential areas for collaboration. Funding was provided by the College of Agricultural, Consumer and Environmental Sciences (ACES) at NMSU for spring 2010.   [More]  Descriptors: Home Economics, Extension Education, Advisory Committees, Consumer Science

Brener, Nancy D.; Demissie, Zewditu; Foti, Kathryn; McManus, Tim; Shanklin, Shari L.; Hawkins, Joseph; Kann, Laura (2011). School Health Profiles 2010: Characteristics of Health Programs among Secondary Schools in Selected U.S. Sites, Centers for Disease Control and Prevention. This report summarizes 2010 Profiles data. For each middle or high school that was sampled, the principal and the lead health education teacher (i.e., the person most knowledgeable about health education at the school) each completed a self-administered questionnaire. This report presents information from 47 states, 19 cities, 4 territories, and 2 tribal governments with weighted data from both principal and lead health education teacher surveys and 2 states (Colorado and New Mexico) and 1 territory (Marshall Islands) with weighted data from the principal survey only (Table 1). Principal and lead health education teacher data from Illinois and Puerto Rico were unweighted and are not included in this report. Palm Beach County obtained weighted data but did not grant CDC permission to include their data in this report. This report also examines both long-term (1996-2010) and short-term (2008-2010) trends in school health policies and practices among states and cities with weighted data for both years.   [More]  Descriptors: Comprehensive School Health Education, Health Programs, Profiles, Institutional Characteristics

Walker, John (2002). University of New Mexico Converts to Team Cleaning, College Planning & Management. Describes how team cleaning, which relies on specialists with specific responsibilities such as restrooms or vacuuming, has allowed administrators at the University of New Mexico to save on labor costs while improving cleanliness overall. Descriptors: Cleaning, School Maintenance, Teamwork

Office of Vocational and Adult Education, US Department of Education (2011). Community-Based Correctional Education. Although it is known that many persons under community supervision need and eventually want correctional education programs, little is known about the providers and characteristics of these educational programs. This report provides an overview of initiatives at the national and state levels supporting new approaches to community supervision and the types of education services available to those under community supervision. It is intended for adult education and criminal justice practitioners and administrators interested in establishing a community-based correctional education program or strengthening an existing program, as well as federal and state policymakers. The report outlines the characteristics of community-based correctional education programs, including their organizational structure, target population, curriculum, instruction, instructor preparation, and partnerships. It also describes the challenges of community-based correctional education, shares collected advice on how such services can be strengthened, and discusses implications for federal and state policy. The report is based on information gathered from discussions with representatives of 15 community-based correctional education programs in 10 states–Arizona, California, Georgia, Illinois, Indiana, New Hampshire, New Jersey, New Mexico, New York, and Texas–chosen according to recommendations from researchers and practitioners in the field. In examining these community-based correctional education programs, this report provides insight regarding the following questions: (1) What are federal and state policymakers and national organizations doing to support community-based correctional education programs?; (2) What are the various organizational structures of community-based correctional education programs?; (3) What target populations do these programs serve?; (4) What curriculum and instructional approaches do community-based correctional education programs use and how do they prepare their instructors?; (5) Who are their community partners?; (6) What challenges do these programs face and how are those challenges being addressed?; and (7) What additional support do community-based correctional education programs need?   [More]  Descriptors: Correctional Education, Teaching Methods, National Organizations, Supervision

New Mexico Commission on Higher Education. (2003). Enrollment at New Mexico Public Post-Secondary Institutions, Fall 2002. This document is the annual report of factual information about New Mexico's public colleges and universities and their student customers. It contains demographic information about the students, their completion of degree programs, the tuition and fees paid, and financial aid received by students, and the revenues and institutional expenditures that undergird the diverse educational programs available to New Mexicans. In 2001, nearly 106,000 students were enrolled in New Mexico's public colleges and universities. Most (96%) were studying on-campus, although off-campus enrollments had increased by 11%, continuing the upswing that began in 1998. Fifty-three percent of on-campus students were enrolled in community colleges. Nearly 87% of students enrolled at New Mexico's colleges and universities in fall 2000 were state residents. In the 1999-2000 academic year, New Mexico's public colleges and universities awarded a slightly greater number of degrees than in the previous year, with 5,605 bachelor's degrees and 4,523 associate degrees or certificates. New Mexico students received nearly $290 million in student financial aid in 1999-200, and more than $257 million was awarded from public funding sources. About 84% came from federal sources, and 16% from the state. The instructional programs of the public postsecondary institutions continued to receive significant support from state funds. However, the proportion of the state's general fund available for higher education continued to decline. Further details in each of these areas are presented in data tables.  (Contains 2 figures and 39 tables.)   [More]  Descriptors: College Students, Enrollment, Enrollment Trends, Full Time Equivalency

Kachina, Olga A. (2011). Teaching a Geographical Component in World History Curriculum, Contemporary Issues in Education Research. This article is devoted to the topic of teaching a geographical component in World History curriculum in American public high schools. Despite the fact that the federal legislation entitled "No Child Left Behind" (2001) declared geography as a "core" academic subject, geography was the only subject dropped from federal funding. As a result, geography as a separate subject in the majority of public schools around the country ceased to exist. California, New Mexico, and Rhode Island have adopted state standards of combined course of World History and Geography. However, a small geography segment included within the World History course has not been sufficient to provide students with a satisfactory level of geographical literacy. American students show their lack of geographical knowledge in one study after another even though the 21st century is an era of globalization and increasing international relationship. The geopolitical approach to teaching the World History course promoted in this paper can improve the situation significantly in a relatively short period of time. This geopolitical approach stresses the connection between history and geography. It involves an analysis of a county's economy, culture, domestic and foreign policies as directly connected to its geography. This approach improves students' analytical thinking and conceptual understanding.   [More]  Descriptors: World History, History Instruction, Geography, High Schools

Gunn, Barbara; Smolkowski, Keith; Vadasy, Patricia (2011). Evaluating the Effectiveness of "Read Well Kindergarten", Journal of Research on Educational Effectiveness. This article reports the outcomes of an experimental evaluation of "Read Well Kindergarten" (RWK), a program that focuses on the development of vocabulary, phonological awareness, alphabetic understanding, and decoding. Kindergarten teachers in 24 elementary schools in New Mexico and Oregon were randomly assigned, by school, to teach RWK or their own program. Treatment teachers received 2 days of training and taught daily lessons. Project staff assessed 1,520 students at pretest and 1,428 at posttest with measures of vocabulary, phonological awareness, alphabetic understanding, and decoding. Follow-up testing was conducted in fall and spring of first grade. Analyses of final outcomes revealed a statistically significant difference favoring intervention students on curriculum-based measures of sight words and decodable words. Although these results did not generalize to standardized measures, follow-up analyses indicated that the impact of RWK rested on the rate of opportunities for independent student practice for letter names, letter sounds, sight words, and oral reading fluency, collected at the end of kindergarten. The findings suggest the potential efficacy of RWK in conjunction with frequent opportunities for independent practice for developing beginning reading skills.   [More]  Descriptors: Reading Fluency, Beginning Reading, Phonological Awareness, Program Effectiveness

Boles, Jacoby; Newmark, Julianne (2011). "Xchanges Journal"–Web Journal as the Writing Classroom: On Building an Academic Web Journal in a Collaborative Classroom, Kairos: A Journal of Rhetoric, Technology, and Pedagogy. This website is the creation of one of Julianne Newmark's students, Jacoby Boles, the Editorial Assistant for the e-journal "Xchanges." Jacoby reflects, via this site, on his experiences as a member of the Technical Communication 371 "Publications Management" course at New Mexico Tech. This course was explicitly designed to engage students with a unique "client project," the production of an issue of the online journal "Xchanges." From a student's vantage point, this website reveals how well (and whether) the TC 371 course, "Publications Management," worked to further institutional and programmatic goals, in teaching students via a specific "client project" the nuances and technologies of document design, publication, and dissemination. By reflecting on his own experiences and by putting his own thoughts into conversation, Jacoby offers what only a student can provide: direct commentary on the TC 371 course as a hands-on learning experience for undergraduate students.   [More]  Descriptors: Technical Writing, Electronic Journals, Web Sites, Undergraduate Students

Jain, Shaili; Dunn, Laura B.; Warner, Christopher H.; Roberts, Laura Weiss (2011). Results of a Multisite Survey of U.S. Psychiatry Residents on Education in Professionalism and Ethics, Academic Psychiatry. Objective: The authors assess the perspectives of psychiatry residents about the goals of receiving education in professionalism and ethics, how topics should be taught, and on what ethical principles the curriculum should be based. Method: A written survey was sent to psychiatry residents (N = 249) at seven U.S. residency programs in Spring 2005. The survey was based on an instrument originally developed at the University of New Mexico, consisting of 149 questions in 10 content domains, with 6 questions regarding ethics experiences during training and 5 demographic questions. Results: A total of 151 psychiatry residents (61%) returned usable responses to our survey. Residents reported receiving a moderate amount of ethics training during medical school (mean: 5.20; scale: 1: None to 9: Very Much) and some ethics training during residency (mean: 4.60). Residents endorsed moderate to moderately-strong agreement with all 11 goals of medical education in professionalism and ethics (means: 5.29 to 7.49; scale: 1: Strongly Disagree to 9: Strongly Agree). Respondents were more likely to endorse the value of clinically- and expert-oriented learning methods over web-based educational approaches. Conclusion: U.S. psychiatry residents endorse a range of goals for education in professionalism and ethics. At the same time, they prefer that these topics be taught in clinically relevant ways and through expert instruction. The value of web-based approaches warrants further investigation.   [More]  Descriptors: Graduate Medical Education, Medical Schools, Physicians, Psychiatry

Mattson Almanzán, Heather; Sanders, Nancy; Kearney, Karen (2011). How Six States Are Implementing Principal Evaluation Systems. Integrated Leadership Development Initiative (ILDI), WestEd. Research and professional leadership standards identify specific ways in which principals directly influence school organization and community relationships and exert less direct, but critically important, influence on teaching quality and instructional effectiveness. Principals' roles are central to supporting and supervising teachers' instructional practices and in guiding organizational purpose and vision, particularly to enact the high expectations for all students in No Child Left Behind (NCLB) and the current focus of programs related to the Elementary and Secondary Education Act (ESEA). With this in mind, evaluating principals to improve their performance has become a key school improvement strategy. This report provides state and district policymakers with information about currently operating state policies and systems of principal evaluation. A template for describing state policies and systems of principal evaluation was developed in response to policymakers' requests for information. This report identifies six states (Delaware; Iowa; New Mexico; North Carolina; Ohio; and South Carolina) that have several years of policy development and experience with implementing their principal evaluation systems. The information from these states captures the most significant issues in state systems and describes a range of state approaches to the evaluation of principals.   [More]  Descriptors: Principals, Administrator Evaluation, State Policy, Program Development

New Mexico Public Education Department (2006). Response to Intervention A Systematic Process to Increase Learning Outcomes for All Students. Guidance Document for New Mexico Schools. Response to Intervention (RtI) is the practice of providing high-quality instruction and interventions to meet student needs and monitor progress in order to ensure effectiveness of instruction and/or interventions. RtI is an integrated service delivery approach for all students and should be applied to decisions in general, remedial, and special education. RtI is the process that all student assistance teams (SATs) in New Mexico must follow to ensure that schools meet all student needs. Response to intervention (RtI) has three fundamental premises: (1) it is a logical structure for allocating precious instructional resources efficiently and targeting them specifically to all student needs; (2) it is a commitment to use the best findings from current and emerging scientific research to go about instruction; and (3) it is a commitment to use a logical, decision-making framework to guide instruction. This manual provides guidance and tools for school districts and charter schools to use in order to build technically sound systems to effectively implement RtI. In New Mexico, all districts, RECs, and charter schools will use the data gathered from the RtI process primarily to evaluate the effectiveness of instruction and intervention; in addition, RtI will provide necessary information and data to guide the possible eligibility determination process for special education services. Response to intervention is the process that all SATs follow before consideration of referral to another program or service is warranted or justified. Key components of the New Mexico RtI model include: (1) Three-tier model for all content areas, including universal screening; (2) Evidenced-based curricula and methodologies for general education, special education, and supplemental progress; (3) Ongoing assessment and progress monitoring of student skills and progress; and (4) Systematic decision rules to move from Tier I to Tier II and Tier II to Tier III, or reverse course.   [More]  Descriptors: Student Needs, Intervention, Special Education, Teaching Methods

McCuller, Bryan Hildreth (2011). The Measurement of Change in Pre-Service Teachers' Attitudes on Giftedness and Gifted Students: A Professional Development Approach, ProQuest LLC. This study examined the question of whether or not the provision of professional development (PD) for pre-service teachers would change their attitudes toward giftedness and gifted students. The research was conducted with pre-service teachers in the College of Education at New Mexico State University (NMSU). In this random pre/post-test experimental/control group design, an experimental group and a control group were administered a pre-and-post-survey to measure pre-service teachers' attitudes regarding giftedness and gifted students. Data were collected, scored, and analyzed by an analysis of co-variance (ANCOVA) for hypotheses 1 through 6 generated from a survey on gifted attitudes. For hypothesis 7, the data were analyzed using a t-test. For hypothesis 8, the data were analyzed using a multivariate analysis of variance (MANOVA) in order to determine the statistical significance existing between the control and experimental groups regarding attitudes toward giftedness and gifted students at the p < 0.05 level. Results indicated significance on most factors, therefore suggesting that professional development on giftedness and gifted students can be an effective vehicle in providing knowledge about giftedness to educators. [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: Attitude Measures, Attitude Change, Teacher Attitudes, Preservice Teachers

Falk, Constance L.; Pao, Pauline; Cramer, Christopher S. (2005). Teaching Diversified Organic Crop Production Using the Community Supported Agriculture Farming System Model, Journal of Natural Resources and Life Sciences Education. An organic garden operated as a community supported agriculture (CSA) venture on the New Mexico State University (NMSU) main campus was begun in January 2002. Students enroll in an organic vegetable production class during spring and fall semesters to help manage and work on the project. The CSA model of farming involves the sale of shares to members who receive weekly assortments of the farm's output. This is the first organic garden on the NMSU main campus, the first organic vegetable production class, and the first CSA venture in southern New Mexico. This article focuses on the main class activities, how the class has evolved, and future challenges. In particular, the article explores how the class operates within the context of a functioning organic CSA farm with teaching, research, and extension objectives that sometimes are in conflict.   [More]  Descriptors: Gardening, Class Activities, Agricultural Production, Community Support

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