This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jackie Wood, Tina Koeppe, Sarah Dewane, Afterschool Alliance, Coral M. Noonan, Korina M. Jocson, Cody Chipp, Susan Reese, Nancy J. Allen, and Eric A. Houck.
(2003). Celebrating 100 Years of Flight, Techniques: Connecting Education and Careers. In honor of the Wright brothers' first flight, the article profiles aviation and aerospace technology programs that are training workers in aviation safety and explorations. Looks at programs from Eastern New Mexico University-Roswell, Pima Community College, and Olathe Northwest High School. Descriptors: Aviation Mechanics, Aviation Technology, Higher Education, History
(2013). Add+VantageMR¬Æ Assessments: A Case Study of Teacher and Student Gains, ProQuest LLC. This case study analyzes the effect of the Add+VantageMRRTM (AVMR) program on a teacher's pedagogy and on her students' progress in mathematics. AVMR, a professional development program in early mathematics, trains teachers to assess their students' progress and apply those insights to their teaching pedagogy. The AVMR assessment uses a progressive interview approach to determine a student's current level of mathematical proficiency as well as the student's level of sophistication in solving problems. The study centers on an elementary school teacher and three of her students at an Aspen County, New Mexico, elementary school over a nine-month period. For the study, the participating teacher was interviewed and observed over the course of one academic year. Additional data included participating students' Everyday Math Journals, data derived from consultations with the participating teacher's AVMR Mathematics Coach, and participating students' AVMR pre and post-tests. Moreover, qualitative data were obtained through videotaping the teacher's classroom protocol, including how the teacher used AVMR principles and strategies interactively to customize her instruction to meet individual student's needs. The case study results suggest why the three students improved their mathematics skills albeit to differing levels. The results of this study suggest that AVMR mathematical strategies and activities helped to reinforce and build student understanding for the three participating students. The study findings provide evidence that early professional development in mathematics, specifically in AVMR, supported the development of the participating teacher's pedagogy and improved the mathematical achievement of the three participating students. Even though the teacher missed some opportunities, on occasion, to use AVMR techniques, the study strongly suggests using AVMR assessments to reveal what each student knows mathematically, improved the participating students' learning and understanding of mathematical concepts. Furthermore, AVMR benefited the participating teacher by providing a resource that correlates with support areas in the school's mathematics curriculum. [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: Case Studies, Mathematics Instruction, Faculty Development, Progress Monitoring
(2011). "If Only Someone Had Told Me …": Lessons from Rural Providers, Journal of Rural Health. Purpose: Health care providers face challenges in rural service delivery due to the unique circumstances of rural living. The intersection of rural living and health care challenges can create barriers to care that providers may not be trained to navigate, resulting in burnout and high turnover. Through the exploration of experienced rural providers' knowledge and lessons learned, this study sought to inform future practitioners, educators, and policy makers in avenues through which to enhance training, recruiting, and maintaining a rural workforce across multiple health care domains. Methods: Using a qualitative study design, 18 focus groups were conducted, with a total of 127 health care providers from Alaska and New Mexico. Transcribed responses from the question, "What are the 3 things you wish someone would have told you about delivering health care in rural areas?" were thematically coded. Findings: Emergent themes coalesced into 3 overarching themes addressing practice-related factors surrounding the challenges, adaptations, and rewards of being a rural practitioner. Conclusion: Based on the themes, a series of recommendations are offered to future rural practitioners related to community engagement, service delivery, and burnout prevention. The recommendations offered may help practitioners enter communities more respectfully and competently. They can also be used by training programs and communities to develop supportive programs for new practitioners, enabling them to retain their services, and help practitioners integrate into the community. Moving toward an integrative paradigm of health care delivery wherein practitioners and communities collaborate in service delivery will be the key to enhancing rural health care and reducing disparities. [More] Descriptors: Health Personnel, Rural Areas, Rural Environment, Quality of Life
(2003). Where Do We Go from Here: A Discussion of Education Funding in the Midwestern United States, 1991-2001, School Business Affairs. Examines political changes in the educational finance policy of nine Midwestern states between 1991 and 2001: Arizona, Colorado, Kansas, Nebraska, New Mexico, Oklahoma, Texas, Utah, and Wyoming. Includes comparison of basic funding structures, commitment to educational equity, and changes in funding mechanisms. Concludes that states will have to redefine educational equity, adequacy, and accountability. Descriptors: Accountability, Educational Equity (Finance), Elementary Secondary Education, Financial Policy
(2013). A Comparative Usage-Based Approach to the Reduction of the Spanish and Portuguese Preposition "Para", ProQuest LLC. This study examines the frequency effect of two-word collocations involving "para" "to," "for" (e.g. "fui para," "para que") on the reduction of "para" to "pa" (in Spanish) and "pra" (in Portuguese). Collocation frequency effects demonstrate that language speakers store the more frequent collocations in memory, thereby providing support for the usage-based model of linguistic representation and evidence against models of representation that cannot account for such effects. This dissertation reports on studies of corpus data from the Spanish of Caracas, Venezuela and New Mexico, United States as well as the Portuguese of Fortaleza and Rio de Janeiro, Brazil. The data were coded for the dependent variable, namely whether the form was unreduced "para" or the language's reduced form. The independent variables include the frequency of the two-word collocation with the preceding word (e.g. "vai para," "iba para"), the frequency of the two-word collocation with the following word (e.g. "para mim," 'para hacer"), the following sound (vowel, coronal consonant, dorsal consonant, non-lingual consonant), the following syllable stress, and the grammatical function of the token of "para". The data were analyzed using the statistical program GoldVarb X with supplemental unifactorial linear regressions of the frequency variables. The results from Spanish indicate that the grammatical function of "para" and the frequency with which "para" co-occurs with a following word are the most important predictors of the reduction of "para." Portuguese, on the other hand, is most affected by the frequency with which "para" co-occurs with an adjacent word, preceding or following. The results coincide with previous studies of the effect of collocation frequency on phonological variation and thus support the assertion that frequent collocations are stored as chunks with all of the phonetic detail intact, providing evidence against modular models of language that would assert that grammar and the lexicon are distinct units. [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: Spanish, Portuguese, Phrase Structure, Memory
(2006). Beyond the Borders: A Partnership between U.S. and Mexican Schools for Students Who Are Visually Impaired. Practice Report, Journal of Visual Impairment & Blindness. Since 2002, the New Mexico School for the Blind and Visually Impaired (NMSBVI) in Alamogordo, New Mexico, has worked to create a partnership with the "Centro de Capacitacion para Invidentes" in Durango, Mexico, and the "Instituto de Asesoria y Apoyo para Ciegor" in Ciudad Juarez, Mexico. The purpose of this association was to provide the opportunity for students who are visually impaired (that is, those who are blind or have low vision) in both countries to increase their proficiency in orientation and mobility (O&M), improve their academic and self-help skills, develop relationships, and share experiences beyond the borders of their own countries. Specific goals of the program were to identify visually impaired students aged 12-21 and provide training and support in academic and compensatory skills, ancillary services and resources in the area of O&M, and a productive and nurturing environment for students that will help them in the transition from school to work. This article describes an international summer academic and recreational program for students who are visually impaired. [More] [More] Descriptors: Foreign Countries, Recreational Programs, Visual Impairments, Partnerships in Education
(2013). Computing and Engineering in Afterschool. Afterschool Alert. Issue Brief No. 62. This Afterschool Alert Issue Brief explores how afterschool programs are offering innovative, hands-on computing and engineering education opportunities. Both these subjects have emerged as priority areas within the "STEM" fields. Computing is one of the fastest growing industries, and yet current rates of college graduation in computer science do not keep pace with the projected number of job openings over the next ten years. Many high-profile efforts have been launched to raise awareness of this issue and get students interested in computing. Engineering faces similar challenges. Despite the availability of well-paying jobs, few students graduate with a degree in engineering. There is also an equity issue, with few women and students of color majoring in these fields. Similar to computing, students and teachers are unsure of to what exactly engineering is. Both subjects are often viewed as advanced topics and relegated to the realm of post-secondary education. While it is known that students need the academic background and skills necessary to be ready for college-level STEM courses, student interest is key to pursuing and persisting in further STEM opportunities and this has to start well before students enter college. While there is much work to be done to integrating computing classes in schools and connecting those experiences to higher education and the workforce, afterschool programs offer an immediate opportunity to engage young people in computing. Through several examples, this issue brief demonstrates how computing and engineering afterschool programs are reaching diverse audiences, bolstering interest, and connecting these experiences to careers. In fact, the winner of Afterschool Alliance's 2013 Afterschool STEM Impact Awards–Project GUTS in Santa Fe, New Mexico–is a computing program that teaches middle school students how to model and program simulations of real-world scenarios. This brief features Project GUTS and other exemplary afterschool programs that are offering rigorous computing and engineering educational experiences for elementary, middle, and high school students. This is the second in a series of issue briefs based on Afterschool Alliance's Afterschool STEM Impact Awards. [For the first brief in this series, see ED546853.] [More] Descriptors: After School Programs, STEM Education, Program Effectiveness, Experiential Learning
(2003). Teacher Models of Technology Integration, T.H.E. Journal. Provides examples of best practices in technology integration from five Technology Innovation Challenge Grant (TICG) programs, funded through the Department of Education to meet the No Child Left Behind technology goals. Highlights include professional development activities in Louisiana and New Mexico; collaborative learning applications; and online resources. Descriptors: Faculty Development, Technology Integration, Technology Uses in Education
(2006). Women in History–Maria Poveka Martinez, Journal of Women in Educational Leadership. This article profiles Native American artisan Maria Poveka Martinez. Martinez played a vital role in the revival of pottery making throughout the Southwest United States. Born in 1887 in the San Ildefonso region of New Mexico, Martinez first made pottery as a child and received encouragement from her aunt, who was an excellent potter. 1907 is the year that she began her pottery career in earnest. By 1915, she had mastered the art of making larger vessels and attained a level of skill that surpassed all other San Ildefonso potters. Her pottery was characterized by relatively thin walls, hard firing, careful forming, smooth and clear finishes, carefully applied and well-executed designs, and, in the case of Black ware, a highly lustrous surface polish. Her pottery utilizes traditional techniques and demonstrates a preoccupation with form and balance. Although she had a career that spanned most of the 20th century and received national and international recognition during her lifetime, Martinez never had a major retrospective exhibition in her native state, New Mexico, until after her death in 1980. [More] Descriptors: Art History, American Indians, Ceramics, United States History
(2003). Tackling the Law and Raising the Issues: Summer Program Prepares Students, Winds of Change. An intensive 8-week summer program in New Mexico prepares American Indian and Alaska Native students to succeed in law school, focusing on law research, analysis, and writing. Two program graduates who went on to complete law school discuss the complexities of federal Indian law and the Native lawyers' responsibility to their communities–an ethical responsibility to raise social issues. Descriptors: Advocacy, American Indian Education, American Indian Students, American Indians
(2003). Leadership Times Four, American School Board Journal. Describes Albuquerque (New Mexico) Public School's board of education's experience with an interim, four-person superintendency team appointed by the board to replace the previous superintendent. The team was composed of three associate superintendents and a local public-relations executive. Includes a brief description of the responsibilities and salary for each team member. Descriptors: Board of Education Role, Elementary Secondary Education, Management Teams, Superintendents
(2013). Cultural Transformations: Youth and the Pedagogies of Possibility, Harvard Education Press. In what ways can teachers build on youth culture to improve learning opportunities in the classroom? In this fascinating and highly readable collection, Korina M. Jocson brings together more than two dozen scholars, artists, educators, and youth workers to illustrate how nondominant youth can be engaged through various social justice arts projects. These projects range not only in type (media, digital art, playwriting, and hip-hop) but also location (California, Wisconsin, New Mexico, Cuba, and Australia, among others) to reflect the wide range of possibilities for tapping into contemporary youth culture. The projects described are part of an emerging field that examines the benefits of youth participation in literary, digital media, and civics-related projects within schools and in a variety of informal environments. Contents include the Introduction: "Cultural Transformations," followed by ten chapters with respective authors. Chapter 1: "Barely Audible": A Remix of Poetry and Video as Pedagogical Practice (Korina M. Jocson, with Eli Jacobs-Fantauzzi); Chapter 2: Life Is Living: An Arts Festival Focused on Healing, Community Collaboration, and the Creative Ecosystem (Marc Bamuthi Joseph and Brett Cook); Chapter 3: "I Am That Character": Playmaking and Listening to Voices of Formerly Incarcerated Youth (Maisha T. Winn); Chapter 4: Representing Self Through Media: Supporting Transitions to College with Digital Self-Representations (Michelle B. Bass and Erica Rosenfeld Halverson); Chapter 5: Imaging and Reimaging Internships: Immigrant Youth, Community-Based Research, and Cultural Transformation (Lisa (Leigh) Patel and Alexander Gurn, with Melissa Dodd, Sung-Joon Pai, Vanessa Norvilus, Eun Jeong Yang, and Rocío Sanchez Ares); Chapter 6: Pedagogies of Race: Teaching Black Male Youth to Navigate Racism in Schools (Na'ilah Suad Nasir, Alea Holman, Maxine McKinney deRoyston, and kihana miraya ross); Chapter 7: "It Is Best to Know Who You Are Through Your Culture": Transformative Educational Possibilities for Native American Youth (Tiffany S. Lee and Nancy López); Chapter 8: In the MAC: Creating Safe Spaces for Transgender Youth of Color (Ed Brockenbrough and Tomás Boatwright); Chapter 9: En Mi Barrio: Building on Cuban Youth Culture, Hip-Hop, and Reggaetón (Ezekiel Dixon-Román and Wilfredo Gomez); and Chapter 10: Documenting Youth Engagement with Digital Music Production in Australia (Andy Brader and Allan Luke). Also included is an Afterword (written by Shirley Brice Heath). [More] Descriptors: Social Justice, Art Education, Art Activities, Student Projects
(2003). The Impact of Continuous Care and Primary Caregivers, Child Care Information Exchange. The University of New Mexico Child Care Center implemented a program for the care of infants and toddlers characterized by continuous care by primary caregivers. In addition to expected beneficial consequences for children, the program also produced two unexpected outcomes. Families developed a sense of community and mutual support, and teacher relationships strengthened through shared experiences and challenges. Descriptors: Caregiver Child Relationship, Caregiver Role, Child Care, Childhood Needs
(2011). Building Integrated Pathways to Sustainable Careers: An Introduction to the Accelerated Opportunity Initiative, Jobs for the Future. "Accelerating Opportunity" responds to the nation's growing need for improved pathways from Adult Basic Education (ABE) to credentials of value in the labor market. It builds on promising practices developed in "Breaking Through," an initiative of Jobs for the Future and the National Council for Workforce Education, and Washington State's Integrated Basic Education and Skills Training (I-BEST). "Accelerating Opportunity" will take those proven practices to statewide scale. The initiative consists of two phases: (1) The design phase began in March 2011. Eleven states (Alabama, Georgia, Illinois, Kansas, Kentucky, Louisiana, Mississippi, New Mexico, North Carolina, Oregon, and Wisconsin) have received funding to redesign the pathways between ABE and postsecondary education and training; (2) The three-year implementation phase begins at the end of the design phase, in December 2011. Five design phase states will be selected to receive three years of funding to implement "Accelerating Opportunity" pathways in at least eight colleges, with the goal of improving outcomes for at least 3,600 students per state. Non-funded states will be part of a growing affiliate network of states committed to developing integrated pathways for low-skilled adults. These states will continue to be active participants in peer learning events. This paper highlights the policy-based, systemic, and programmatic barriers to student success; and how "Accelerating Opportunity" is structured to address them, enabling many more adults to succeed in their quest for postsecondary credentials. Appended are: (1) The Leadership Team; and (2) For Further Reading. [Funding for this paper was also provided by the Open Society Foundations.] [More] Descriptors: Adult Basic Education, Postsecondary Education, Education Work Relationship, Integrated Curriculum
(2003). Developing a Learning Community for Technology Infusion in Teacher Preparation, TechTrends. Describes the Technology Leadership Academy (University of Texas at Austin) whose mission is to develop a learning community among teacher preparation programs to improve technology integration. Explains the academy's development, which was part of a grant from the Department of Education's Preparing Tomorrow's Teachers To Use Technology initiative in Kansas, New Mexico, Oklahoma, and Texas. Descriptors: Higher Education, Leadership Training, Preservice Teacher Education, Teacher Improvement