This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include David Goldberg, Howard Waitzkin, Bruce Bernstein, Sandra One Feather, Tracia Keri Jojola, Spencer C. Weiler, Lee Bebout, Mary Ann Zehr, Tassy Parker, and Eric Glover.
(2011). Examining the Perceptions of Parental Involvement in Schools: Implications for Changing Roles for School Leaders from the Voices of the Community, ProQuest LLC. Research studies have demonstrated that effective parental involvement correlates with positive academic success. This study sought to gain more insight into the perceptions of parents and caregivers of Navajo children enrolled in a K-12 tribally controlled, public, charter, or Bureau of Indian Education (BIE) operated schools. By completing a survey questionnaire, parents were able to share their attitudes about education, their satisfaction with schools, their awareness of the degree to which schools value the Navajo culture, their involvement within schools, and the schools expectations for their children. The survey questionnaire utilized in this study was adapted from a prior research study conducted by Dr. Carol Robinson-Zanartu in 1996. The data gathered from the parent participants were analyzed utilizing descriptive statistics and the open-ended responses were coded for themes. The overall purpose of this parental involvement research study was to gain valuable insight into the perspectives of parents from a small, rural, New Mexico community, in order to work towards creating a bridge between home and school for these Navajo students. The statistical analyses found that parents are supportive of the schools in which their children attend. They have positive attitudes regarding education, satisfaction with schools, report they are involved within schools, and feel that schools have expectations for their children. Narrative comments display the parents' desires for schools to provide more Navajo language and culture into the school system and more school activities which integrate the language. Parents requested for schools to have higher expectations for their children and provide programs that reflect school support. Parents also offered suggestions for increased involvement ranging from classroom assistance to curriculum involvement. [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: Parents, Parent Attitudes, Caregiver Attitudes, Caregivers
(2007). The Booth Sitters of Santa Fe's Indian Market: Making and Maintaining Authenticity, American Indian Culture and Research Journal. In this article, the author addresses the burden of non-Native expectation on Native artists, highlighting issues of authenticity, creation, and public display. The author writes about the booth sitters hired by collectors to sit–sometimes all night–and wait for the official opening of the annual Indian Market in Santa Fe, New Mexico. He focuses attention on the desire of consumers who wish to find "genuine" objects without recognizing the problematics of their wanting and the subsequent affect it has on the artists and market. The author points out how closely linked production and representation are, though this relationship is difficult to address publicly because of its complexity. [More] Descriptors: American Indian Culture, Artists, Art Criticism, Art Activities
(2007). The Indian Fashion Show: Manipulating Representations of Native Attire in Museum Exhibits to Fight Stereotypes in 1942 and 1998, American Indian Culture and Research Journal. In this article, the author writes about the power of representation in the staging of a unique and highly successful series of fashion shows held in 1942. These showcases, presented more than 120 times between 1942 and 1956, aided in the appreciation of American Indian clothing and dress as a messenger of style, purpose, and identity, all components of a living culture that, when representing American Indians, had not really been considered before. Though a unique approach to educating the public, the curator, Frederic H. Douglas of the Denver Art Museum, unintentionally highlighted cultural differences in stereotypic ways. The author also explores the important role these "live exhibits" played in the development of Native fashion shows and in the fashion design program at the Institute of American Indian Arts in Santa Fe, New Mexico. (Contains 1 table, 4 figures and 52 notes.) [Funding for the research phase of this project also came from the Columbus Quincentenary Fund, University of Arizona.] [More] Descriptors: American Indian Culture, American Indians, Museums, Cultural Differences
(2015). Enrollments in Languages Other than English in United States Institutions of Higher Education, Fall 2013, Modern Language Association. SINCE 1958, the Modern Language Association (MLA) has gathered and analyzed data on undergraduate and graduate course enrollments in languages other than English in United States colleges and universities. The previous survey examined language enrollments in fall 2009; here the MLA presents its twenty-third survey in the series, describing trends in language course enrollments in fall 2013. Course enrollments in languages other than English tallied 1,562,179 in 2013. Aggregated results for enrollments in all languages show a decrease of 6.7% from the 2009 survey, thus ending a steady rise in enrollments since 1980 (with the exception of a slight dip in 1995), when numbers moved from 924,337 in 1980 to 1,673,543 in 2009. In terms of ranking, Spanish and French still lead as the two most studied languages. American Sign Language (ASL), continuing to experience remarkable growth, especially in undergraduate enrollments, is the language with the third most enrollments, displacing German, which is now fourth. Italian, Japanese, and Chinese come next, in the sequence they have occupied since 1998, followed by Arabic, Latin, and Russian. As in the 2009 survey, enrollments in courses in Korean are greater than those in Modern Hebrew, and Korean continues to hold its place after Portuguese as the fourteenth most commonly studied language in 2013. In terms of percentages, between 2009 and 2013 the geographic distribution of enrollments has remained relatively stable. Eight states (Delaware, Hawai'i, Maryland, Missouri, New Hampshire, New Mexico, Rhode Island, and Wisconsin) and the District of Columbia recorded increases in enrollments in 2013; six of these states and the District of Columbia had also reported gains in 2009. Of the forty-two states posting enrollment losses in 2013, thirty-one had shown gains in 2009, and eleven had also shown losses in 2009. Of the thirty-one states showing gains in 2009 and losses in 2013, twelve had increased enrollments by more than 10% in 2009. Nineteen of the forty-two states posting losses in 2013 showed losses of over 10%. The data collected in the 2013 language enrollment survey show trends that are polarized. On the one hand, there is an indisputable drop of 6.7% across total enrollments. On the other hand, in many sectors of the curriculum and in many institutions across the country, there have been remarkable gains in enrollments that counter the negative downturn. One can take away from the data in 2013 the following crucial detail: many programs, presumably those that are well run and have been provided with enough resources to survive, if not thrive, do succeed. Such programs need to be studied, for they are apparently remarkable models of effective foreign language teaching and learning, all the more so in a time of financial constraints, challenges to the profession, and general disregard for language study. [More] Descriptors: Language Enrollment, Second Language Learning, Second Language Instruction, Enrollment Trends
(2010). The Relationship between Teacher-Licensure Level and Gains in the Student Academic Achievement in New Mexico Public Schools, ProQuest LLC. Purpose, scope, and method of study: The primary purpose of this study was to examine the relationship between teacher-licensure level in the New Mexico Three Tiered Licensure (NM 3-TL) System and gains in student academic achievement in reading and mathematics in grades four and five. A secondary purpose was to determine whether student socioeconomic status and/or student ethnicity contributed to the relationship. Stepwise multiple regression analysis was used to determine which of the possible combinations of the three variables best predicted gains in student academic achievement. The sample used for data analysis involved 129 teachers and 2012 students taught by those level-I, level-II, and level III teachers. Findings and conclusions: Results of the analysis revealed that there was a relationship between teacher-licensure level within the NM 3-TL System and gains in student academic achievement in both reading and mathematics. As teachers progressed through the NM 3-TL System, student scale scores increased for both reading and mathematics. Although the results of this study indicated that teacher-licensure level within the NM 3-TL System had a positive relationship with gains in student academic achievement in mathematics, those gains were independent of student ethnicity and student socioeconomic status. Gains in reading were independent of student ethnicity. However, there was a positive relationship between student socioeconomic status and reading achievement. [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: Ethnicity, Socioeconomic Status, Reading Achievement, Mathematics Achievement
(2007). Real Principals Listen, Educational Leadership. Many teachers fear that their chances to influence decisions about their profession are eroding. Principals must change this perception so that teachers feel empowered as school leaders. Drawing on the work of communications consultant William Isaacs, Glover discusses how principals can engage in communication that encourages teacher leadership by fostering the conversational practices of dialogue and discussion rather than debate (which Isaacs terms unproductive defensiveness). He draws on his experience as principal at an elementary school in Los Alamos, New Mexico. The Los Alamos school district was pushing for standards-based-instruction and assessments, and teachers were skeptical. Glover intentionally practiced skills of deep listening, respecting others, suspending assumptions, and voicing personal truths to encourage dialogue within his school. He extended these skills into the process of developing a new 3rd grade report card, which surfaced seemingly conflicting views between the 3rd grade teachers and district administrators. [More] Descriptors: Grade 3, Teacher Leadership, Report Cards, Principals
(2007). Talking to Adolescents about Drugs, Online Submission. Having a conversation with teenagers about their use of drugs is a problematic matter. I am a substance abuse counselor, and have been at Gallup High School in New Mexico for the past two years. I make presentations on the abuse of drugs, and the direct and indirect effects that result. I also do individual and group counseling with students referred by others, or themselves, for substance abuse issues. The issues may be the result of the student's own behaviors, or the behaviors of others in their lives. The ability to establish a relationship depends as much, if not more, on the behaviors of the counselor as it does on the attitudes of the student. Although I am considerably older than my clients, I find that the road to a genuine connection and productive relationship lies through openness, caring, and honesty. In the pages that follow, you will see some specific techniques that I use to establish a connection that works. [More] Descriptors: Substance Abuse, Drug Education, School Counseling, Adolescents
(2015). An Overview of the 2015 State of the States, Journal of Education Finance. In February 2015 a large group of scholars, researchers, and practitioners interested in P-20 finance issues gathered in St. Louis, Missouri, for the National Education Finance Academy's annual conference, on February 25-27, 2015 to discuss, among multiple topics, the state of P-20 finance in all 50 states. There were 35 states represented in the round table session and representatives of 30 of those states submitted their manuscripts to the "Journal of Education Finance" for publication. This is the third year that JEF has published the State of the States manuscripts as a service to those interested in trends around P-20 finance and the 28 states represents the highest number of states included in the report to date. However, it is the intention to have all 50 states represented by 2016 and individuals interested in representing currently unrepresented states should contact Drs. Weiler and Hartman. Presenters at the 2015 National Education Finance Academy's State of the States Round table session were directed to address the following topics: (1) Funding priorities/trends for P-12 and/or higher education (2) Changes to the funding formula for P-12 and/or higher education; (3) Pressing issues affecting P-12 and/or higher education funding; (4) Exclusive to P-12: Diverting funds from public school districts; and (5) Exclusive to Higher Education: Trends in state funding for public institutions. The following information summarizes some of the more prevalent trends observed in the submissions. The following manuscripts are presented here listed alphabetically by state: (1) Alabama (Brenda Mendiola and Philip Westbrook); (2) Arizona (Oscar Jimenez-Castellanos and David Martinez); (3) Arkansas (Dongfang Liu and Chao Liu); (4) California (Henry Tran); (5) Florida (Megan Lane, Jolande Morgan, and R. Craig Wood); (6) Georgia (Brittany Larkin); (7) Hawaii (Christine Kiracofe); (8) Illinois (Kelly H. Summers and Christine Kiracofe); (9) Kansas (Thomas A. DeLuca); (10) Kentucky (Tyrone Bynoe); (11) Louisiana (David G. Buckman); (12) Maryland (Sarah Irvine Belson and Thomas Husted); (13) Michigan (Brett Geier and Dennis McCrumb ); (14) Minnesota (Nicola A. Alexander); (15) Montana (Lou L. Sabina); (16) Nebraska (Barbara Y. LaCost); (17) Nevada (Deborah A. Verstegen); (18) New Jersey (Luke J. Stedrak and Robert Kelchen); (19) New Mexico (Joshua M. Cohen); (20) New York (Osnat Zaken); (21) North Carolina (Lisa G. Driscoll and Jim R. Watson ); (22) Ohio (Carlee Escue Simon); (23) Pennsylvania (Tim Shrom and William Hartman); (24) South Carolina (Misty B. Soles and Robert C. Knoeppel); (25) Tennessee (Betty Cox); (26) Texas (Ken Helvey); (27) Virginia (William Owings, Leslie S. Kaplan, and Richard G. Salmon); (28) Wisconsin (Faith E. Crampton); and (29) Wyoming (Kelly H. Summers). References are provided with each individual paper. [More] Descriptors: Educational Finance, State Legislation, Elementary Secondary Education, Higher Education
(2007). Educating, Training, and Mentoring Minority Faculty and Other Trainees in Mental Health Services Research, Academic Psychiatry. Objective: The authors describe the evolution of a novel national training program to develop minority faculty for mental health services research careers. Recruiting, training, and sustaining minority health professionals for academic research careers in mental health services research have proven challenging. Method: Over the past 8 years the authors developed NIMH-funded programs to educate, train, and mentor minority psychiatrists and other junior faculty and graduate and post-graduate students. Their areas of academic interest focus primarily on minority mental health issues in primary care and community settings. Results: The authors began with a program that targeted local trainees from the University of New Mexico and expanded to regional and national programs offering weeklong institutes, on-site and distance mentoring by experts, and supportive peer interactions that addressed the considerable challenges affecting trainee career decisions and paths. Conclusions: Early outcomes support the value of these programs. [More] Descriptors: Career Choice, Health Services, Graduate Students, Mentors
(2015). The Growing Market for Indian Lawyering, Tribal College Journal of American Indian Higher Education. Before 2000, Indian tribes were forced by federal law to get permission to hire an attorney. This article invites readers to consider all of the disputes Indian tribes have had with the United States, state governments, and others before the year 2000, and how in each instance the federal government had to approve the arrangement between the tribe's lawyer and the tribe. Indian tribes may now consult any lawyer they wish without interference from the United States government or anyone else, and many tribal governments actively seek to be represented by American Indian lawyers. In the mid-1960s, there were fewer than 25 American Indians who were practicing lawyers. Many people, law school admissions officers included, apparently believed that American Indians from reservation communities could not handle a law school environment and could not perform the kind of work law school required. In response, University of New Mexico Law School administrators formed the Pre-Law Summer Institute for American Indians (PLSI) as a demonstration project of sorts, to prove to admissions officers and others that Indian students actually could do the work. PLSI is an eight-week program designed to introduce Native students to the rigors of law school. Nearly 50 years later, more than 90% of the approximately 1,000 PLSI alums who matriculated to law school eventually graduated. Upwards of half of the American Indian lawyers who have practiced since the mid-1960s attended PLSI, a remarkable figure. It is the single most successful program of its kind, and it continues to be highly recommended. As a tribal lawyer, and a professor at the Michigan State University College of Law, author Matthew Fletcher, asserts that the market for Indian lawyers has never been greater in the history of American law, and it is likely to keep growing for the foreseeable future. Fletcher encourages American Indian people interested in higher education, interested in serving as Indian law advocates in tribal, state, and federal justice systems, or interested in tribal governance, to seriously consider law school as an option. Fletcher believes that there literally has been no better time to do so. Tribal members and reservation residents know that Indian law touches them and affects their daily lives in a manner unusual for most American citizens, and tribally-controlled colleges and universities (TCUs) are in a great position to prepare American Indians for law schools and legal careers, but legal education is changing and schools and mentors must be knowledgeable. In addition to the regular curricular requirements for Indian students interested in law school, TCUs should encourage and offer support for Law School Admission Test (LSAT) preparation. Since most law student candidates cannot afford the expensive LSAT test prep classes and materials, tribal colleges can provide those resources, and can also offer LSAT prep classes for credit. The upfront costs will be more than covered by the outcomes–more Indian people taking the LSAT, more Indian people succeeding at the LSAT, and more Indian people going to law school and becoming lawyers. [More] Descriptors: American Indians, Tribes, Lawyers, Government Role
(2003). Preventing Tragedy, Winds of Change. The Navajo supervisor in the Office of Environmental Health in New Mexico identifies diseases and their risk factors, administers an injury prevention program, and ensures compliance with various health-related codes. She assists in the planning and direction of environmental health programs and public health education for local Navajo communities. A summer internship for college students is described. Descriptors: Accident Prevention, American Indian Reservations, American Indians, Disease Control
(2007). The Creative Terrain of "Numbe Whageh": Creating Memory, Leading to Center, American Indian Culture and Research Journal. This article explores ways of creating public art, ways of looking, and ways of remembering. It focuses on how one work in Albuquerque, New Mexico, twines around these three notions and produces new ways of thinking about each. In this article, the author focuses on one component within a larger work of public art–"Numbe Whageh" by Nora Naranjo-Morse. The piece actively presents an opportunity to rethink the world around it. By extension, it also presents the opportunity to rethink one's self. It offers little prescription for looking and instead encourages the imaginative by engaging the senses. The author offers here neither a detailed chronology nor a complete art historical record. Rather, she examines the speculative and theoretical contours and possibilities within the piece. [More] Descriptors: Artists, Foreign Countries, Art Education, Arts Centers
(2007). Hero Making in El Movimiento: Reies Lopez Tijerina and the Chicano Nationalist Imaginary, Aztlan: A Journal of Chicano Studies. This article explores sites of tension and influence between the New Mexico land grant movement and Chicano nationalism. While these efforts diverged often in terms of aims and strategies, they nonetheless found common ground, shaping arguments and providing support to each other during critical years. Moreover, central to their convergence was a moment of historical confluence. I argue that the infamous June 5, 1967, raid propelled Reies Lopez Tijerina and the Alianza Federal de Mercedes to national attention at a moment when Chicano nationalism was just emerging but had not solidified political, spiritual, or philosophical grounds for unification. By examining popular movement discourse, this article demonstrates how the raid transformed Tijerina into a living embodiment of the revolutionary/bandido trope, how that trope was used to draw these projects together, and ultimately how the image of Tijerina conflicted with the reformist strategies of Tijerina, the man. [More] Descriptors: Nationalism, Foreign Countries, Hispanic Americans, United States History
(2009). ACT Profile Report: State. Graduating Class 2009. New Mexico. This report provides information about the performance of 2009 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2009 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of your graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which your students send test results. (Contains 6 figures and 21 tables.) [This state report is part of "ACT Profile Report: National–Graduating Class 2009" (ED506367) and "National Overview: Measuring College and Career Readiness–The Class of 2009" (ED506368).] [More] Descriptors: College Preparation, Cohort Analysis, Educational Trends, Trend Analysis
(2007). With Immigrants, Districts Balance Safety, Legalities, Education Week. In this article, the author discusses attempts by schools to navigate stepped-up federal efforts to curb illegal immigration, protection of student privacy, and the safety of students during enforcement operations. In Albuquerque and Santa Fe, New Mexico, for example, school personnel are barred from putting information about a child's immigration status in school records or sharing it with outside agencies, including federal immigration authorities. Personnel are also told to deny any request from immigration officials to enter a school to search for information or seize students. School officials–with the help of lawyers–instead would determine whether to grant access. Meanwhile, some small communities with an influx of immigrants are weighing how best to respond if children are left stranded at school because family members have been detained in an immigration raid. [More] Descriptors: School Role, School Personnel, Safety, Privacy