Bibliography: New Mexico (page 027 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Laura Weiss Roberts, Cynthia Geppert, Renee DeBoard, Chris Pannkuk, Debra L. Kibbe, Natasha Kaye Johnson, Katherine Green Hammond, Washington Education Trust, Rita Abi-Ghanem, and David Dennison.

Martinez, Mario C. (2002). New Mexico Case Report: The State Role in a Climate of Autonomy. This report describes key policy decisions that have shaped the New Mexico system of higher education during the past third of a century and links those decisions to current educational outcomes. The study was part of a larger study that aimed at understanding the linkages between policy decisions and higher education performance through comparative case studies of two states in the United States and two states in Mexico. Adding to information from measures developed by the National Center for Public Policy and Higher Education, this study offers data provided by the state and information from interviews with a range of elected and appointed higher education leaders in New Mexico. New Mexicos capacity to manage its higher education institutions is bounded by the constitutional autonomy granted to the six public four-year institutions. There is evidence to suggest that New Mexico governors and legislators have not been very involved in higher education precisely because of the constitutional autonomy granted to the public colleges. Overall, the two elements of fiscal policy, the Lottery Success Scholarship Program and the appropriations process, appear to have encouraged greater affordability, choice, and opportunity for participation in public institutions. Indicators seem to suggest that although fiscal policy encourages and strengthens the existing institutional autonomy, higher education has not produced the outcomes one would expect. New Mexico has obtained reasonable results on access and participation, but case evidence suggests that the low preparation and completion results are at least partly attributable to the performance of New Mexicos higher education institutions. (Contains 2 tables and 21 endnotes.)   [More]  Descriptors: Access to Education, Case Studies, Educational Policy, Equal Education

Palmer, Daryl W. (2009). Coronado and Aesop: Fable and Violence on the Sixteenth-Century Plains, Great Plains Quarterly. In the spring of 1540, Francisco Vazquez de Coronado led an "entrada" from present-day Mexico into the region we call New Mexico, where the expedition spent a violent winter among pueblo peoples. The following year, after a long march across the Great Plains, Coronado led an elite group of his men north into present-day Kansas where, among other activities, they strangled their principal Indian guide, a man they called El Turco. The author focuses on the events leading up to and including the execution of this Indian guide. Although Coronado, his chroniclers, and modern historians have tended to take the killing of this guide for granted, the violence was far from straightforward. Indeed, the expeditionaries' actions were embedded in sixteenth-century Spanish culture, a milieu that can still reward study by historians of the Great Plains. Working within this context, the author explores the ways in which Aesop, the classical master of the fable, may have informed the Spaniards' actions on the Kansas plains.   [More]  Descriptors: Foreign Countries, Spanish Culture, Literary Genres, Geographic Regions

Abi-Ghanem, Rita; Carpenter-Boggs, Lynne; Koenig, Richard; Pannkuk, Chris; Pan, William; Parker, Robert (2009). Extension Education for Dryland Cropping Systems in Iraq, Journal of Natural Resources and Life Sciences Education. Iraq, formerly known as Mesopotamia, is the birthplace of agriculture. The recent war and instability have significantly impacted the country's agricultural production and knowledge support systems. To support revitalization of the Iraqi agricultural system, the USDA funded a consortium of five U.S. universities (Washington State University, University of California-Davis, New Mexico State University, Utah State University, and Texas A&M University as the lead institution) to provide training to agricultural extension personnel from Iraq. Each university had a specific training area. Washington State University was responsible for training in dryland cropping systems and delivered five separate sessions to Iraqis in several Middle East locations. Questionnaires distributed during each session guided subsequent training agendas and enhanced our understanding of extension and dryland cropping systems information needs in Iraq. There is great demand for training, technology, basic farm equipment, seed, and fertilizers, since current access to resources is insufficient to satisfy the country's needs. In addition to supplying inputs and equipment, further training should introduce methods for utilizing on-farm resources. There is also a clear need for better cooperation between Iraq's universities and extension agency, administered by the Iraq Ministry of Agriculture, in order to maximize the efficiency of research information transfer to farmers.   [More]  Descriptors: Information Needs, Rural Extension, Extension Agents, Agricultural Production

Tysseling, John C.; Vosevich, Mary; Boersma, Benjamin R.; Zumwalt, Jefferey A. (2009). Carbon Emissions Trading and Combined Heat and Power Strategies: Unintended Consequences, Facilities Manager. Facility professionals continuously search for projects that reduce energy consumption and operating costs so as to directly benefit their bottom line. Many institutions nationwide have contemplated or made investments in combined heat and power (CHP) projects as a life-cycle strategy to minimize operating costs. However, recent sustainability and climate change initiatives have revealed another significant benefit of CHP–reduced greenhouse gas (GHG) emissions. In many regions, policies for regulating GHG emissions are being drafted for near-term implementation, with an emphasis on "cap-and-trade" mechanisms. Unless thoughtfully composed, these programs may distort and corrupt the incentives for carbon emission reductions that are realized by CHP investments. In this article, the authors demonstrate the potential economic consequences of cap-and-trade programs in a CHP environment, basing an example on the current draft of the Western Climate Initiative programs and the University of New Mexico facilities operations. This demonstration serves as an "urgent call to action" for facilities managers and administrators to participate in developing climate initiatives that recognize and facilitate the environmental benefits of combined heat and power systems.   [More]   [More]  Descriptors: Energy Conservation, Climate, Sustainable Development, Power Technology

Twigg, Carol A. (2009). Using Asynchronous Learning in Redesign: Reaching and Retaining the At-Risk Student, Journal of Asynchronous Learning Networks. In addition to experiencing the generic quality and cost problems faced by all colleges and universities, community colleges face problems particular to their student populations. They need to design more flexible schedules for working adult students, create a greater sense of community or engagement for commuting students, address the special needs of English-as-second-language students, and serve at-risk students more effectively. The Program in Course Redesign has shown how information technology and asynchronous learning strategies can be used to address these challenges when combined with proven pedagogies, and do so while reducing instructional costs. To illustrate the impact of redesign on at-risk and nontraditional students, the author presents brief case studies of redesign projects conducted by six institutions: (1) the University of New Mexico; (2) the University of Idaho; (3) Rio Salado College; (4) Tallahassee Community College; (5) Florida Gulf Coast University; and (6) Indiana University-Purdue University at Indianapolis. The six institutions reduced their course costs on average by 35 percent, with a range of 20 percent to 42 percent. Their successes are easily transferable to community colleges throughout the country.   [More]   [More]  Descriptors: Nontraditional Students, Commuting Students, Community Colleges, Educational Strategies

Moore-Callahan, Tamara Y. (2010). A Qualitative Interpretive Study of the Lived Educational Experiences of African American Male Students in Southeastern New Mexico: A Cross-Generational Exploration of Perceptions regarding Academic Achievement, ProQuest LLC. This research is an interpretive qualitative study that explores the perceptions and perspectives of two generations of African American male students, as related to their educational experiences at the same southeastern New Mexico high school. The central question of this research is, has the educational experience for African American male students (specifically, classroom engagement and teacher interaction) changed in the past 30+ years? Purposeful sampling was employed to obtain research participants for this interpretive qualitative study. Through the triangulation of individual interviews, focus groups, and portraiture, I investigate dynamics within the educational environment that enhance or hinder academic achievement among African American male students. Triangulation of qualitative methods yielded six themes that illuminated perceptions of African American male students regarding barriers and positive influences within the educational environment that shaped their perceptions regarding academic achievement, self-worth, and aspirations toward post-secondary goals. I anchor this research in two theoretical frameworks–Critical Race Theory and Stereotype Threat Theory to evaluate how race might impact participant perceptions and interactions within the educational environment.   The research identified that the educational experiences of African American males, as specifically related to classroom engagement and teacher interaction, has not changed over the past 30+ years. However, interpretation of educational experiences and perceptions of the African American male students appear to have shifted from an oppressive group mindset (older generation), to a more liberated, individualistic view (younger generation). Lastly, I discuss implications and recommendations of this study that are directed toward administrative commitment, teacher practices that promote student efficacy, and collaboration with family and community stakeholders to foster an educational environment that supports the diverse needs of African American male students.   [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: African American Students, Research Methodology, Focus Groups, Academic Achievement

Education Trust, Washington, DC. (2001). State Summary of New Mexico. Ed Watch Online. This report provides data on the academic achievement gap that separates low-income and minority students from other students, examining how well different groups of students perform in New Mexico and noting inequities in teacher quality, course offerings, and funding. Included are tables and data that provide: a frontier gap analysis (a comparison of New Mexico to the leaders in achievement and gap closing); student profile (the demographic distribution of youth in New Mexico); state performance (academic achievement and educational attainment); opportunity (well prepared teachers, challenging curricula, special student placements, effective instruction, and annual per pupil investments); minority achievement gains, state by state; and analysis of minority-white achievement gaps by subject area and grade level. African American 8th graders in New Mexico score 2 years behind white 8th graders in the state in writing. Hispanic 8th graders in New Mexico score more than 2 years behind white 8th graders in the state in math, science, and reading, and nearly 2 years behind in writing. The state's poor/non-poor achievement gap would close for 8th graders in both math and science if poor students in New Mexico scored as well as poor students in North Dakota. (Contains 24 references.)   [More]  Descriptors: Academic Achievement, Black Students, Curriculum, Educational Attainment

Bushong, Steven (2009). Community-College Enrollments Are up, but Institutions Struggle to Pay for Them, Chronicle of Higher Education. The downturn in the economy has coincided with enrollment increases at many community colleges. However, although enrollment at two-year institutions is up, several states have trimmed–or even chopped–appropriations for higher education. Florida, New Mexico, Rhode Island, and Tennessee have each cut financing for 2009 by at least 5 percent, according to data compiled by the Center for the Study of Education Policy, at Illinois State University. Alabama and South Carolina have reduced allocations by more than 10 percent. So far the hardest-hit institutions are those in states with a diminished manufacturing economy or a burst housing bubble. Community-college officials have seen this pattern before: History holds that when the economy declines, college enrollments rise. But what worries many officials is that this recession may be long and deep. "This is not a short-term problem," says Aims C. McGuinness Jr., a senior associate with the National Center for Higher Education Management Systems, a nonprofit consulting group that advises states and public-college systems. "This is a time for having a clear mission and making strategic choices."   [More]  Descriptors: Higher Education, State Aid, Enrollment Trends, Community Colleges

Richardson, Richard, Jr.; Martinez, Mario (2009). Policy and Performance in American Higher Education: An Examination of Cases across State Systems, Johns Hopkins University Press. "Policy and Performance in American Higher Education" presents a new approach to understanding how public policy influences institutional performance, with practical insight for those charged with crafting and implementing higher education policy. Public institutions of higher learning are called upon by state governments to provide educational access and opportunity for students. Paradoxically, the education policies enacted by state legislatures are often complex and costly to implement, which can ultimately detract from that mission. Richard Richardson, Jr., and Mario Martinez evaluate the higher education systems of five states to explain how these policies are developed and how they affect the performance of individual institutions. The authors compare the higher education systems of New Mexico, California, South Dakota, New York, and New Jersey and describe the difficulty of enforcing state policies amid increasing demands for greater efficiency and accountability. In the process they identify the "rules in use"–rules that are central to the coherence and performance of higher education systems–that administrators apply to meet organizational goals within the constraints of changing, sometimes conflicting federal and state policies. Incorporating rich data from seven years of observations, interviews, and research, Richardson and Martinez offer a clear comparative framework for understanding state higher education. Rules Observed, Including Those Not Associated with Differences in Performance is appended. A foreword by Patrick M. Callan, a preface, and an index are included.   [More]  Descriptors: Higher Education, Access to Education, Public Policy, Educational Policy

Lehrmann, Jon A.; Hoop, Jinger; Hammond, Katherine Green; Roberts, Laura Weiss (2009). Medical Students' Affirmation of Ethics Education, Academic Psychiatry. Objective: Despite the acknowledged importance of ethics education in medical school, little empirical work has been done to assess the needs and preferences of medical students regarding ethics curricula. Methods: Eighty-three medical students at the University of New Mexico participated in a self-administered written survey including 41 scaled questions regarding attitudes, needs, and preferences toward medical ethics and ethics education. Results: Students reported strong personal interest in learning more about ethics in clinical medicine and research. They most strongly endorsed as valid objectives of ethics education the goals of helping professionals "better recognize ethical issues and clarify values-laden choices," "improve patient care and clinical decision-making," and "improve ethical practices in clinical research." Participants strongly agreed that "professional attitudes and values are an appropriate focus for medical education" and also expressed strong interest in learning more about specific ethical topics and learning methods. Women more strongly endorsed interest in additional ethics education and a preference for increased ethics education than men. Preclinical participants expressed a greater desire for additional training on all ethics topics than clinical students. Conclusion: The medical students surveyed strongly affirmed ethics education in medical school and expressed clear preferences for curricular topics and teaching methods.   [More]  Descriptors: Medical Education, Medical Students, Student Interests, Ethics

Gatliffe, Eileen M. (2010). Influence of Ethnicity on English Vocabulary Measurement: Using the Montgomery Assessment of Vocabulary Acquisition in One Rural Southeastern New Mexico School, ProQuest LLC. This study examined vocabulary acquisition of elementary students in grades kindergarten through fifth in one rural New Mexico school. The school had 277 students. Hispanic students comprised nearly 80% of the student body. All students received free lunch and breakfast. The 65 students who participated in the study were assessed using the Montgomery Assessment of Vocabulary Acquisition (MAVA). This new assessment, published in 2008, tests receptive and expressive vocabulary utilizing the three-tier vocabulary model introduced by Beck, McKeown and Kucan (2001). The study assessed each student for proficiency in identifying and using tier-I, tier-II and tier-III words. Hispanic and non-Hispanic participants were compared with respect to their tier-I, tier-II, and tier-III proficiency using analysis of covariance with three candidate covariate factors: participant grade in school, gender, and caregiver level of education. Results of the study demonstrated that Hispanic participants and non-Hispanic students performed equally well in tier-I expressive and tier-II and tier-III expressive and receptive vocabulary. Caregiver level of education showed statistical significance for tier-I expressive and tier-II receptive vocabulary results. Participant grade level was found to be statistically significant in both expressive and receptive scores for all three-tier levels.   [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: Measures (Individuals), Kindergarten, Vocabulary Development, Statistical Significance

Moutier, Christine; Cornette, Michelle; Lehrmann, Jon; Geppert, Cynthia; Tsao, Carol; DeBoard, Renee; Hammond, Katherine Green; Roberts, Laura Weiss (2009). When Residents Need Health Care: Stigma of the Patient Role, Academic Psychiatry. Objective: Whether and under what circumstances medical residents seek personal health care is a growing concern that has important implications for medical education and patient welfare, but has not been thoroughly investigated. Barriers to obtaining care have been previously documented, but very little empirical work has focused on trainees who seek health care at their home institution. Methods: A self-report survey on special issues in personal health care of residents was created and distributed at the University of New Mexico School of Medicine in 2001. The authors report findings regarding stigma, fear of jeopardy to training status, and attitudes toward seeking self-care for residents in dual roles as patients and trainees. Results: Residents (N=155) rated their concerns regarding stigma and jeopardy to training status and the likelihood of seeking care at their training institution for six vignettes. The vignettes were paired to make comparisons between attending or supervisor as treating physician and between clinical scenarios. Alcohol abuse, nausea and diarrhea, panic attacks, and pregnancy were the most highly stigmatizing to residents; diabetes and hypertension were the least. Differences were also found for gender and specialty. Conclusion: Residents' perceived stigma for clinical situations was an influential factor, strongly affecting concern about jeopardizing training status and likelihood of avoiding care at their home institution.   [More]  Descriptors: Medical Education, Medical Schools, Medical Students, Role

Williams, Christine L.; Carter, Betty Jean; Kibbe, Debra L.; Dennison, David (2009). Increasing Physical Activity in Preschool: A Pilot Study to Evaluate Animal Trackers, Journal of Nutrition Education and Behavior. Objective: This report describes a pilot study to evaluate Animal Trackers (AT), a preschool program designed to (1) increase structured physical activity (PA) during the preschool day; (2) increase practice of gross motor skills; (3) provide teachers with an easy-to-use PA program regardless of teacher experience; and (4) implement a teacher walking intervention. Design: Pilot observational study in volunteer preschools. Setting: Nine preschools in New Mexico. Participants: Two-hundred seventy 3- to 5-year-old children and 32 teachers. Intervention: Daily 10-minute classroom activities for children. Main Outcome Measure: Implementation and duration of AT activities, teacher preparation time, and added weekly time spent in structured PA. Analysis: Process evaluation to track program implementation, and pre-post measures to assess outcomes. Results: AT activities were implemented 4.1 times per week (11.4 minutes/activity), with 7 minutes teacher preparation time. Overall, AT added 47 minutes of structured PA per week for children. Conclusions and Implications: The AT program increased structured PA time in preschools. Teachers felt that AT was developmentally appropriate; that children enjoyed the activities; and that the children's motor skills improved. Results of the pilot study are encouraging, since research suggests that even small increases in PA could help prevent obesity.   [More]  Descriptors: Obesity, Class Activities, Intervention, Physical Activities

Johnson, Natasha Kaye (2009). Cross Country, Rodeo, Archery: Navajo Athletic Programs Give Students Running Start, Tribal College Journal of American Indian Higher Education. While tribal college athletic programs were not designed to market the colleges, there is no denying they have generated positive attention and have perhaps even helped to highlight the colleges' purpose. Dine College and Navajo Technical College are among a handful of tribal colleges who have made athletic programs a priority. They have since witnessed the positive impact on their students' overall success and in the process, have been able to tout the colleges' achievements to the general public. Mainstream 4-year colleges clearly have advantages over the chronically under-funded tribal colleges in athletics, such as state-of-the-art facilities and financial backing, but tribal colleges are making strides in building strong athletic programs. The cost of facilities and travel prevents a number of tribal colleges from participating in intercollegiate sports. Southwestern Indian Polytechnic Institute (SIPI) was established in Albuquerque, New Mexico, in 1971 and has an enrollment of 900 students annually. While it has had athletic programs in the past, it has not been able to establish a permanent intercollegiate athletic program. As SIPI and other tribal colleges try to build athletic programs, the strong tribal college athletic programs may help pave the way for them. This article highlights the successes of the nationally recognized Navajo Technical College and Dine College cross country, rodeo, and archery teams.   [More]  Descriptors: Navajo (Nation), College Athletics, Technical Institutes, Tribally Controlled Education

Jarry, Erin M. (2009). Families as Faculty: Sharing Their Story, ProQuest LLC. This qualitative study examines the experiences of family members who participated as Family Faculty in the Families as Faculty program. All of these family members were primary caregivers for students with disabilities. Families as Faculty is a part of some of the teacher preparation programs at universities in New Mexico. Three research questions were explored. First, why do families choose to participate in this program? Second, what are the benefits and challenges they experience as participants in the program? And finally, what about their experience influences their decision to continue or terminate their participation in the program? Data were collected through telephone interviews utilizing open-ended questions. Results indicated that Family Faculty chose to participate in the Families as Faculty program because they believed that by sharing their stories, they can influence students in teacher preparation programs thus positively impacting classroom practice. Family Faculty report many benefits and no challenges from participating in the program. Overall the participants reported that their experiences were extremely positive and they expected to continue their participation in the future. Implications for future research 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: Caregivers, Disabilities, Special Needs Students, Program Descriptions

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