Bibliography: New Mexico (page 024 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Brinck Kerr, John Neibling, Keisha Hoerrner, Michael F. Shaughnessy, Felisha A. Herrera, Laurie Richmond, James Duran, Deborah J. Weatherston, David Rutledge, and Teacon Simeonoff.

Richmond, Laurie; Di Piero, Daniela; Espinoza, Flowers; Simeonoff, Teacon; Faraday, Margaret (2010). We Shared the Same Chapter: Collaboration, Learning, and Transformation from the 2008 Subsistence, the Environment, and Community Well-Being Native Youth Exchange in Old Harbor, Alaska Project, Journal of Higher Education Outreach and Engagement. On a small island belonging to the Alutiiq people of Old Harbor, 11 people sat around a campfire. Two community leaders, a nonprofit organizer, an academic scholar, a native filmmaker, and six young people from the Indian reservation of Taos Pueblo in New Mexico gathered after a day of interacting with Old Harbor residents–fishing, hunting and dressing a deer, and carving and cooking the food we had caught. As the fire burned late into the night, we talked about what brought us to this island and what issues we face in our lives. We discussed substance abuse and the early passing of young people from Old Harbor and Taos Pueblo in substance- or violence-related incidents. We talked about environmental issues that our communities face as well as the significance of cultural practices. We all reflected on the directions we hoped to go in our lives following this program. In this remote and culturally significant location, a transformational dialogue emerged among us in a way that we never could have anticipated. As the fire faded to a few lingering embers, Teacon Simeonoff, the program leader from the community of Old Harbor, looked around the group and said: We all have a story and sometimes we share the same chapters.   [More]  Descriptors: Young Adults, American Indians, Indigenous Populations, Community Leaders

Jespersen, Robert C. (1973). Innovation and Compromise: A Variable Curriculum, Unterrichtspraxis. Describes an Innovative German language program implemented at the University of New Mexico, Albuquerque, New Mexico. Descriptors: Curriculum Development, Curriculum Guides, Diagrams, Folk Culture

Ambler, Marjane (2010). Heart to Heart, Student to Student, Tribal College Journal of American Indian Higher Education. AIDS affects thousands of American Indians and Alaska Natives: They have the third highest rate of AIDS diagnosis in the United States, despite having the smallest population. To tackle this problem, the federal agency has provided capacity-building grants to seven tribal colleges and universities (TCUs) for an innovative, peer-to-peer initiative. The TCUs will utilize students to develop and deliver culturally appropriate materials about HIV/AIDS to their own communities, and the Substance Abuse and Mental Health Services Administration (SAMHSA) will disseminate the materials to other Indian communities. The one-year, pilot project involves TCUs because of the success of Wind River Tribal College (WRTC, Ethete, Wyoming) and Salish Kootenai College (SKC, Pablo, Montana) last year. This round of funding provides $90,000 to each of those two tribal colleges plus five others: (1) Stone Child College (SCC, Box Elder, Montana); (2) Little Big Horn College (LBHC, Crow Agency, Montana); (3) Navajo Technical College (NTC, Crownpoint, New Mexico); (4) Little Priest Tribal College (LPTC, Winnebago, Nebraska); and (5) Dine College (DC, Tsaile, Arizona). Next year, SAMHSA plans to extend the grants and broaden the initiative to involve additional tribal colleges and the American Indian Higher Education Consortium (AIHEC).   [More]  Descriptors: Health Services, Pilot Projects, American Indians, Alaska Natives

Neibling, John (2010). Speaking the Language of Today's Digital Natives, Community College Journal. While most college presidents have mastered many basic tools of the digital environment, such as e-mail, Internet browsing, text messaging, most of them have yet to figure out social media–a glaring omission that remains one of the clearest dividing lines between generations young and old. Though most of them have yet to fully embrace social media personally, they understand that ignoring it would be akin to ignoring the growing power and reach of television in the 1950s. Since today's recent high-school graduates came of age in a digital world, they as leaders in higher education must create opportunities for and with their students through these emerging tools–whether via Facebook, Twitter, or some other means–even if they are not users themselves. According to John Hansen, director of recruitment and retention at Clovis Community College in New Mexico, using social networking allows them to connect, reach out, and build relationships, all of which are vitally important to recruiting and retaining students. Other colleges in the region also use social media to communicate. The world of social media gives colleges a means of finding out more about their students and communities.   [More]  Descriptors: High School Graduates, Student Recruitment, College Presidents, Higher Education

New Mexico Public Education Department (2006). S.T.A.R.S @ Glance (Student Teacher Accountability Reporting System). This document introduces the Student Teacher Accountability Reporting System (STARS), the educational data collection and reporting model selected by the New Mexico Public Education Department (NMPED) to improve the quality and timeliness of data, analysis, and information in meeting increased reporting and analysis requirements. The STARS model builds upon the strengths of public education partners represented across state, district, and local levels, incorporating a two-way flow of information: aggregating necessary data upward from respective schools and districts to the state to comply with state and federal reporting requirements and general systems management, while providing disaggregated state data back down from the state to districts and schools. Expected benefits include: (1) Providing appropriate personnel secure access to student information; (2) Providing decision makers with better data on which to base decisions on educational initiatives; and (3) Providing standard reports for use by teachers, school and district administrators, and PED staff. After completion of a pilot program, the project team will begin preparing for a statewide implementation. All New Mexico school districts will be required to submit data to STARS in the fall of 2006 for the 2006-2007 school year. Primary methods for subsequent communications about STARS will be via the STARS website and email.   [More]  Descriptors: Student Teachers, Pilot Projects, Data Collection, Accountability

Buerdsell, Sherri Lynn (2009). Nontraditional Teaching Techniques and Critical Thinking in an Introductory Postsecondary Environmental Science Course, ProQuest LLC. As an institution of higher education and as a Hispanic-serving institution, New Mexico State University has a responsibility to its students to provide the skills and experiences necessary for each and every student to become a responsible, reflective citizen, capable of making informed decisions. Postsecondary science has traditionally been taught through lectures. Traditional lecture classes simply do not meet the needs of diverse groups of students in the modern multicultural student body like New Mexico State University's. However, the implementation of nontraditional pedagogy without evaluation of the results is useless as a step to reform; it is necessary to evaluate the results of in situ nontraditional pedagogy to determine its worth. The purpose of this research is to analyze the development and change in students' critical thinking skills, and critical thinking dispositions in single semester in an introductory Environmental Science course.   This study utilized a mixed methods approach. The California Critical Thinking Skills Test and the California Critical Thinking Disposition Inventory were administered in the beginning and at the end of the semester. The pretest was used to provide a baseline for each participant against which the posttest score was compared. In addition, student interviews, field notes, and a survey provided qualitative data, which generated themes regarding the development of student critical thinking in this course. The results indicated there were no significant differences in the critical thinking test scores. However, qualitative analysis indicated that students experienced significant changes in critical thinking. Three themes emerged from the qualitative analysis pertaining to the amount of influence on student learning. These themes are active thinking and learning, dialogue, and professor's influence. Due to the conflict between the quantitative and the qualitative results, it is suggested that the critical thinking tests are not sensitive enough to identify minute but important changes in student critical thinking.   [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: Educational Change, Critical Thinking, Thinking Skills, Teaching Methods

New Mexico Public Education Department (2007). New Mexico Standards-Based Assessment Technical Report: Spring 2007 Administration. The purpose of the NMSBA technical report is to provide users and other interested parties with a general overview of and technical characteristics of the 2007 NMSBA. The 2007 technical report contains the following information: (1) Test development; (2) Scoring procedures; (3) Summary of student performance; (4) Statistical analyses of item and test scores; (5) Scaling of the assessment and item response theory; (6) Reliability; (7) Validity; and (8) Grade 11 standard setting. Eight appendices provide additional statistical information for the spring 2007 administration: (1) Test Blueprints: (2) Item-Level Statistics; (3) Performance Level Percentages for Selected Demographic Subgroups; (4) Test Level Statistics for Selected Demographic Subgroups; (5) Inter-rater Agreement and Correlations for Constructed Response Items; (6) Scoring Tables for the 2007 NMSBA Tests; (7) Grade 11 Performance Level Descriptors; and (8) Summary of NMPED Meeting to Finalize Cutpoints for Grade 11 Assessments. (Contains 35 tables.) [Prepared by Harcourt Assessment, Inc for the New Mexico Public Education Department.]   [More]  Descriptors: Interrater Reliability, Standard Setting, Measures (Individuals), Scoring

Hoerrner, L. Mark; Hoerrner, Keisha (2003). Steering toward Skepticism: The New Mexico Media Literacy Project. This article describes the New Mexico Media Literacy Project, a project that strives to encourage children and their parents to think critically when interacting with media messages. The project is one of the few media literacy programs offering programming to both children and parents on issues ranging from tobacco advertising to sex and violence in the movies.   [More]  Descriptors: Advertising, Children, Media Literacy, Parent Education

Greathouse, Dan; Shaughnessy, Michael F. (2010). Talking Transition–An Interview with an Expert, Exceptional Parent. Ginger Blalock is an educational consultant in the area of career development and transition for youth with special needs, currently serving as facilitator for the NMPED-funded Transition Outcomes Project and Statewide Transition Coordinating Council, educational consultant for Technet's administration of the NMDWS WIRED Project (Workforce Innovation in Regional Economic Development), and advisory board member for Lifework Learning Division of N.M. Technet. She is Emeritus Faculty at the University of New Mexico, where she held a number of roles, including Division Director for Educational Specialties, Program Coordinator for Special Education, and Coordinator for the Special Education Emphasis in Learning and Behavioral Exceptionalities. Her areas of research and development have primarily focused on preparing youth with special needs for adult life activities. In this interview, Blalock discusses some of the most salient and relevant issues regarding transition. She outlines the teacher's role, parental responsibilities, and some of the current concerns regarding this increasingly important topic. She responds to questions about professional duties and responsibilities and outlines some concerns for the coming decade.   [More]  Descriptors: Disabilities, Special Education, Career Development, Community Based Instruction (Disabilities)

Rutledge, David; Duran, James; Carroll-Miranda, Joseph (2007). Three Years of the New Mexico Laptop Learning Initiative (NMLLI): Stumbling toward Innovation, AACE Journal. This article presents qualitative results of the first three years of the New Mexico Laptop Learning Initiative (NMLLI). Results suggest that teachers, students, and their communities support this initiative to improve student learning. Descriptive statistics were used during year two to further understand how the laptops were being used by students. During year three of this study, in-depth interviews/focus groups and observations were used at one school to add depth to understanding the NMLLI. Overall, teachers report more creative, customized, collaborative lessons; students are more interested in school and focused on their work; parents have increased involvement with their student's education and communication with the school. Teachers also claim to have benefited from training and were interested in more in-depth support to advance their teaching with technology skills.   [More]  Descriptors: Focus Groups, Educational Technology, Computers, Physical Mobility

Weatherston, Deborah J.; Moss, Barbara Dowler; Harris, Deborah (2006). Building Capacity in the Infant and Family Field through Competency-Based Endorsement: Three States' Experiences, Zero to Three. In 1994, The Michigan Association for Infant Mental Health (MI-AIMH) began the development of a credentialing process to define the skills and experiences needed by professionals in the infant mental health field. This article describes MI-AIMH's process to identify competencies for best practices and to establish a comprehensive system for the endorsement of practitioners in the infant and family field. The article also describes how the Texas Association for Infant Mental Health and the New Mexico Association for Infant Mental Health collaborated with MI-AIMH to purchasing a license to use the MI-AIMH competencies and endorsement materials to build their own state-specific endorsement program.   [More]  Descriptors: Mental Health, Infants, Credentials, Competence

Alliance for Excellent Education (2009). Understanding High School Graduation Rates in New Mexico. Graduation rates are a fundamental indicator of whether or not the nation's public school system is doing what it is intended to do: enroll, engage, and educate youth to be productive members of society. Since almost 90 percent of the fastest-growing and highest-paying jobs require some postsecondary education, having a high school diploma and the skills to succeed in college and the workplace are essential. Yet nationally, one-third of students–about 1.3 million each year–leave high school without a diploma, at a high cost to themselves and society at large. Unacceptably low graduation rates, particularly among poor and minority students, have been obscured for far too long by inaccurate data, calculations, and reporting, and inadequate accountability systems at the state and federal levels. This report provides New Mexico's latest graduation rate statistics, demonstrates its graduation gaps between demographic groups, illustrates its discrepancies in graduation rates reported by government and independent sources, and examines its economic costs of dropouts to individuals and society. [This report is a companion to "Understanding High School Graduation Rates in the United States." For the main report, see ED506961.]   [More]  Descriptors: Graduation Rate, Dropouts, Graduation, Academic Achievement

Hunt, Valerie H.; Kerr, Brinck; Ketcher, Linda K.; Murphy, Jennifer (2010). The Forgotten Minority: An Analysis of American Indian Employment Patterns in State and Local Governments, 1991-2005, American Indian Quarterly. The purpose of this article is to address a gap in the empirical literature by analyzing levels of proportional representation of American Indians over time in state and local government bureaucracies in key states. The authors limit their analysis to six states with the largest percentages of American Indian populations in 2000: Alaska, Arizona, Montana, New Mexico, Oklahoma, and South Dakota. Their research questions are: Are American Indians underrepresented in the more desirable, better-paying positions in state and local (i.e., counties, cities, townships, and special districts, excluding school districts) government bureaucracies, and, by contrast, are they overrepresented in the lower-paying, less desirable public-sector positions? Also, for both managerial and nonmanagerial positions, have levels of representation within states changed over time? In order to place state and local government employment in its proper context, their discussion begins with a brief overview of the socio-economic situation of American Indians. Second, they discuss empirical studies of the distribution of government jobs among historically disadvantaged groups with an emphasis on the dearth of research on American Indians. Third, they outline their research methods and present the findings from their research. Throughout this analysis they maintain a focus on occupational segregation and parity ratios for American Indians in the selected states.   [More]  Descriptors: Equal Opportunities (Jobs), Research Methodology, American Indians, Disadvantaged

Chavez, Alicia Fedelina; Ke, Fengfeng; Herrera, Felisha A. (2012). Clan, Sage, and Sky: Indigenous, Hispano, and Mestizo Narratives of Learning in New Mexico Context, American Educational Research Journal. Colleges and universities retain Native American and Latino college students at lower rates than other ethnic groups even when culturally based services, financial assistance, and support are provided. College teaching and conceptions of learning have yet to evolve on a widespread basis toward culturally diverse epistemologies and practice. This narrative inquiry explores meaning making of 50 Native, Hispano, and Mestizo American students about their learning in a variety of contexts including face-to-face and online college courses as well as learning at home, in extended family and tribal contexts. The study also explores teaching practices students identified as most helpful to their learning and success. Underlying cultural constructs emerged from narrative analysis in eight areas of learning.   [More]  Descriptors: Hispanic Americans, Student Attitudes, Family (Sociological Unit), American Indians

Walkup, Nancy (2007). Folk Art Traditions and Beyond: Travel with "SchoolArts" to Santa Fe, New Mexico in July 2008, SchoolArts: The Art Education Magazine for Teachers. This article briefly discusses a seminar that will focus on the fifth annual Folk Art Festival at the Museum of International Folk Art in Santa Fe, with additional emphasis on Georgia O'Keeffe's life and art in New Mexico, and Hispanic and Native American cultural traditions. Activities include museum visits, field trips, invited speakers, hands-on experiences, and attendance at the International Folk Art Festival at the Museum of International Folk Art in Santa Fe. Highlights include visits to Georgia O'Keeffe's home, Ghost Ranch in Albiquiu, and a sister conference center to Ghost Ranch in Santa Fe for photography, sketching, or painting. The seminar will be led by two folk art collectors and educators: Nancy Walkup, art teacher and editor of "SchoolArts" magazine; and Myra Walker, art professor at the University of North Texas.   [More]  Descriptors: Field Trips, Seminars, Artists, Museums

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