Bibliography: New Mexico (page 028 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Melissa McCabe, Marjane Ambler, Malissia Wildman, Robert M. Torres, Rahel Kahlert Kahlert, Zena H. Rudo, Ilan Shrira, Lotte Smith-Hansen, Leah Sneider, and Nicholas Christenfeld.

Wildman, Malissia; Torres, Robert M. (2001). Factors Identified When Selecting a Major in Agriculture, Journal of Agricultural Education. Agricultural education majors at New Mexico State University (n=115) rated prior agricultural experiences as the most influential factor in their selection of a major. Department/college environment, professional role models, and job prospects were also influential. Descriptors: Agricultural Education, College Choice, Enrollment Influences, Higher Education

Pan, Diane; Smith-Hansen, Lotte; Jones, Debra Hughes; Rudo, Zena H.; Alexander, Celeste; Kahlert, Rahel Kahlert, Rahel (2004). Investigation of Education Databases in Four States To Support Policy Research on Resource Allocation. Policy Report, US Department of Education. Information is one of the most important tools education decision makers need to help them effectively spend taxpayer money, allocate qualified staff, and determine the effectiveness of education investments. Decision makers must understand the role and influence of monetary and staff resources on the education system, and they must have information to help them decide where to invest limited resources for maximum effect on student learning. In this report, researchers from the Southwest Educational Development Laboratory (SEDL) describe the data collected and housed by state education agencies in Arkansas, Louisiana, New Mexico, and Texas. Guidance was provided to researchers and state policy audiences, including policymakers and policy influencers from state legislatures, state departments of education, and governors' offices in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. The purpose of this study was to assess the capacity of existing state education databases to answer policy questions about instructional resource allocation and student performance. Existing state databases include organized collections of data managed by state entities for reporting, conducting research, and/or supporting policy and practice. Researchers at SEDL and nationally can use these findings to understand the feasibility and potential scope of using existing state data to conduct research on the allocation of instructional resources. Policymakers and practitioners, by better understanding the capacity of state data systems to conduct policy research, will be able to expand research about instructional resource allocation and student performance. This report is divided into three major sections with detailed reference material in the appendixes. Chapter 2 describes how data on instructional resources and student performance have been utilized to support policy in Arkansas, Louisiana, New Mexico, and Texas. Chapter 3 describes existing state education data in the four study states and discusses how researchers could use these data to answer policy questions related to instructional resources. Chapter 4 poses recommendations for policymakers regarding how data might be better utilized and improved to support decision making. Findings on state data in New Mexico are represented in this report; however, these findings are limited and conjectural at times because data were not received from that state for analysis. Information about New Mexico data systems are based solely on printed documentation and interviews with state data managers. The methods used to conduct this study are explained in appendix A, and the remaining appendixes provide detailed descriptions of state education data in each of the four study states for the reader's reference and use in planning future research studies.   [More]  Descriptors: Academic Achievement, Decision Making, State Departments of Education, Resource Allocation

Office of Vocational and Adult Education, US Department of Education (2009). Partnerships between Community Colleges and Prisons: Providing Workforce Education and Training to Reduce Recidivism. A 50-state analysis of postsecondary correctional education policy conducted by the Institute for Higher Education Policy (IHEP) in 2005 found that 68 percent of all postsecondary correctional education is provided by community colleges. The IHEP findings were the basis for this review of partnerships between community colleges and prisons. This review seeks to: increase the visibility of partnerships between community colleges and prisons, encourage their replication in other communities, and illustrate how these partnerships can be a win-win for all involved–community colleges, prisons, inmates, and the public. Providing correctional education to inmates gives community colleges the opportunity to increase their student enrollment and revenue and fulfill their mission to make education available to all local residents. By collaborating with community colleges, prisons can strengthen and expand their educational services to prepare inmates more effectively for their transitions to life beyond prison. Inmates prepared to reenter society are less likely to recidivate, which, in turn, improves public safety and saves taxpayer dollars (Chappell 2004). Interviews were conducted to learn more about partnerships between prisons and community colleges. Representatives for the interviews were selected in 11 states–Alabama, California, Indiana, Iowa, North Carolina, New Mexico, Ohio, Texas, Virginia, Washington, and Wisconsin–based on recommendations from researchers and practitioners in the field.   [More]  Descriptors: Community Colleges, Correctional Education, Correctional Institutions, Partnerships in Education

Ambler, Marjane (2005). Harmony, Not War: Dine College Public Health Degree Focuses upon Hozho, Tribal College Journal of American Indian Higher Education. Reports on the creation of a public health degree at Dine College in Shiprock, New Mexico, the first degree of its kind at a "tribal college". Review of the work of the American Indian Higher Education Consortium and the Centers for Disease Control, who developed the degree with the goal of increasing the number of American Indians in health professions and improving the health status of American Indians. Comments from Edward Garrison, head of the Biology and Health Curriculum at Dine College.   [More]  Descriptors: Allied Health Personnel, Health Promotion, Disease Control, Public Health

Sorge, Carmen; Newsom, Horton E.; Hagerty, Justin J. (2000). Fun Is Not Enough: Attitudes of Hispanic Middle School Students toward Science and Scientists, Hispanic Journal of Behavioral Sciences. The University of New Mexico provided extracurricular activities in space science education to predominantly Hispanic middle-school students participating in New Mexico MESA (Math, Engineering, and Science Achievement). After exposure to the space science program, students displayed significantly more positive attitudes toward science and scientists, but had difficulty imagining themselves as scientists. (Contains 41 references.) Descriptors: Aspiration, Career Awareness, College School Cooperation, Educational Attitudes

Zehr, Mary Ann (2010). Home-Language Surveys for ELLs under Fire, Education Week. A growing chorus of people are saying that some school districts are overzealous in categorizing students as English-language learners (ELLs) in the aim of complying with federal and state laws to ensure that children of immigrants get extra help with English. They contend that the information requested on the home-language survey that parents are commonly asked to fill out when they enroll their child in a public school can be misleading or misused. In Orange County and many other districts across the country, once a student is designated as an ELL, the label is not readily lifted. Meanwhile, in Arizona, state education officials have changed the home-language survey there to ask only one question rather than three, saying they want to cut down on the overidentification of students as ELLs. The U.S. Department of Education's office for civil rights is investigating a complaint that contends, however, that by simplifying the home-language form, Arizona is discriminating against children who may be dominant in English but still need extra help to gain proficiency in it. States differ in whether they permit parents to remove a child who has been identified as an English-learner from special English instruction, such as English-as-a-second-language classes. The federal No Child Left Behind (NCLB) Act permits parents to remove their children from special English classes, but it also says that states' laws on the matter take precedence over the federal law. Arizona, California, Iowa, and Texas let parents waive special instruction in English. New Mexico and New York do not. Under the NCLB law, school districts are required to assess ELLs each year with an English-language-proficiency test, an exam that other students don't have to take. Districts vary in whether they are willing to honor a parent's demand not to give the test.   [More]  Descriptors: English (Second Language), Second Language Instruction, Identification, Limited English Speaking

Parent, Nancy Brossard (2012). Contested Domains of Science and Science Learning in Contemporary Native American Communities: Three Case Studies from a National Science Foundation Grant Titled, "Archaeology Pathways for Native Learners", ProQuest LLC. This dissertation provides a critical analysis of three informal science education partnerships that resulted from a 2003-2006 National Science Foundation grant titled, "Archaeology Pathways for Native Learners" (ESI-0307858), hosted by the Mashantucket Pequot Museum and Research Center. This dissertation is designed to contribute to understandings of learning processes that occur within and at the intersection of diverse worldviews and knowledge systems, by drawing upon experiences derived from three disparate contexts: 1) The Navajo Nation Museum in Window Rock, Arizona; 2) The A:shiwi A:wan Museum and Heritage Center on the Zuni Reservation in Zuni, New Mexico; and 3) Science learning camps at the Mashantucket Pequot Museum and Research Center for Native youth of southern New England. While informal science education is increasingly moving toward decolonizing and cross-cutting institutional boundaries of learning through critical thinking and real-world applications, the construction of "science" (even within diverse contexts) continues to be framed within a homogenous, predominantly Euro-American perspective. This study analyzes the language of Western science employed in these partnerships, with particular attention to the use of Western/Native binaries that shape perceptions of Native peoples and communities, real or imagined. Connections are drawn to broader nation-state interests in education, science, and the global economy. The role of educational evaluation in these case studies is also critically analyzed, by questioning the ways in which it is constructed, conducted, and evaluated for the purposes of informing future projects and subsequent funding. This study unpacks problems of the dominant language of "expert" knowledge embedded in Western science discourse, and highlights the possibilities of indigenous knowledge systems that can inform Western science frameworks of education and evaluation. Ultimately, this study suggests that research methodologies and epistemologies that acknowledge and integrate indigenous ways of knowing can advance and broaden Western constructions of science, the academy, and educational research and praxis on a national and global scale. [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: American Indians, Science Education, Archaeology, Partnerships in Education

McCabe, Melissa (2005). Weighing the Merits. Several States Are implementing Pay-for-Performance Plans, Teacher Magazine. Some 37.1 percent of education spending was earmarked for teachers in 2001-02, according to the American Federation of Teachers, and most of that money was paid out using traditional compensation systems. But as expectations for accountability increase, a handful of states are looking to pay-for-performance systems to attract quality teachers–and, increasingly, to reward them based on their students' achievements. Here, the author introduces several states that implement pay-for-performance plans. Among others, Arizona, Delaware, Florida, Iowa, Minnesota, and New Mexico have launched their own performance-based systems that compensate teachers for demonstrating specific knowledge and skills in the classroom.   [More]  Descriptors: Merit Pay, Merit Rating, Performance Based Assessment, Teacher Effectiveness

Quantum: Research & Scholarship (1998). UNM in the Community. Profiles 10 University of New Mexico community programs: University Art Museum, Rio Grande and Four Corners Writing Projects, Blacks in the Southwest (exhibit), New Mexico Engineering Research Institute's Environmental Finance Center, Adolescent Social Action Program, Minority Engineering Programs, Rural Community College Initiative, Valencia Small Business Development Center, Northern New Mexico Network for Rural Education, and New Mexico Poison Center. Descriptors: College School Cooperation, Community Colleges, Elementary Secondary Education, Higher Education

Valdez, Elsa O. (2000). Political Activism, Ethnic Identity, and Regional Differences among Chicano and Latino College Students in Southern California and Northern New Mexico, Perspectives in Mexican American Studies. Surveys of 242 Hispanic students attending New Mexico Highlands University and California State University, San Bernardino, examined students' political attitudes, political activism, and attitude toward bilingual education in relation to students' choice of ethnic label (Hispanic, Chicano, or Mexican American), level of acculturation, income, and geographic location. Differing sociocultural influences in California and New Mexico are discussed. Descriptors: Acculturation, Activism, College Students, Differences

Shrira, Ilan; Christenfeld, Nicholas (2010). Disentangling the Person and the Place as Explanations for Regional Differences in Suicide, Suicide and Life-Threatening Behavior. Identifying whether suicides in a region are due to characteristics of the residents living there or to some enduring feature of the region is difficult when using cross-sectional studies. To distinguish these factors, we compared the suicides of a region's residents with people who were temporarily visiting the region. Using U.S. death records from 1973-2004, we focused on states with the highest and lowest suicide rates over this period. The high suicide region consisted of Arizona, Colorado, Montana, New Mexico, Nevada, Oregon, and Wyoming; the low suicide region consisted of Connecticut, Illinois, Massachusetts, New Jersey, and New York. For each region, we considered three groups of decedents: residents who died inside the region, residents who died outside the region, and visitors to the region. Proportionate mortality ratios were calculated for all suicides and separately for firearm suicides. In the high suicide region, visitors to and residents away from the region both had elevated suicide levels, to about the same extent as residents dying inside the region. Therefore, short-term exposure to the region and being a resident of the region each predicted suicide. In the low suicide region, the suicides of residents at home were reduced, but their suicides rose dramatically once they left the area. There was no decrease in suicides among visitors to the region. Firearm use was related to the suicide levels of each region. Overall, the results suggest that both the available means to commit suicide and the contextual features of the regions contributed to their extreme suicides. We discuss how an examination of visitors can help researchers generate novel inferences about the causes of suicide.   [More]  Descriptors: Weapons, Suicide, Inferences, Case Studies

Sneider, Leah (2012). Gender, Literacy, and Sovereignty in Winnemucca's "Life among the Piutes", American Indian Quarterly. Arming themselves with "manifest destiny" rhetoric, which claimed divine Anglo-Saxon superiority as justification for the conquest of Indigenous and Mexican peoples and the land they occupied, white settlers forcefully pushed into California territory. The two-year-long Mexican-American War resulted in the acquisition of the present-day states of California, New Mexico, Arizona, and Nevada. However, Native tribes and landed Mexicans continued to stand in the way of not only "civilized progress" but the vast riches that gold and the California soil offered the ever-growing numbers of US citizens. Relationships with the Paiute Nation became key to movement into the area as their lands stood directly in the path of settlers and miners moving toward California through the Sierra Nevada. Paiutes were subject to various methods of removal and attempts at assimilating or civilizing the Indian, then became wards of the state through the Indian Appropriation Act of 1871. Daughter to the chief, Sarah Winnemucca witnessed and engaged in her tribe's struggles to remain in their ancestral lands and maintain sovereignty while attempting to build balanced relationships with their white relatives according to her cultural traditions. Her "Life among the Piutes, Their Wrongs and Claims" (1883) is the first autobiographical account written by a Native woman and reveals valuable information regarding this history and conflict. However, her autobiography focuses less on her life and more on the trials and tribulations of her tribe's relationship with the United States. In this article, the author explores how Winnemucca's choice in formal structure complements her content. The author first looks at the impact that traditional stories and history have on Winnemucca's developing literacy of language, ideology, and culture as well as Winnemucca's own identity as a Paiute leader. She then looks at how Winnemucca acknowledges both Paiute male and female experiences with colonial gender violence and parallel Christian moral discourse and how Winnemucca responds to these experiences through her textual performance of gender and Indigenous feminism that reinforces Paiute cultural and political sovereignty.   [More]  Descriptors: United States History, Tribes, Autobiographies, American Indians

Devall, Esther L.; Vail, Ann; Resendez, Jeanne (2005). Strategies for Recruiting and Retaining Hispanic Students, Journal of Family and Consumer Sciences. Hispanic Americans are the largest- and fastest growing minority group in the U.S., yet their higher education enrollment and graduation rates lag behind those of other ethnic groups. In the Department of Family and Consumer Sciences at New Mexico State University, 42% of students are Hispanic. Of the students who graduate each year, 40% are Hispanic. Ten strategies for recruiting and retaining Hispanic students can be used by other colleges and universities to increase the diversity of family and consumer sciences professionals.   [More]  Descriptors: Hispanic American Students, Student Recruitment, Student Diversity, Educational Strategies

Herriot-Hatfield, Jennie; Monahan, Amy; Rosenberg, Sarah; Tucker, Bill (2012). A Legal Guide to State Pension Reform. Education Sector Policy Briefs, Education Sector. Just 18 minutes before the midnight signing deadline on May 15, 2010, Minnesota state legislators breathed a sigh of relief. Their bipartisan pension reform legislation, which passed both chambers by large margins and aimed to help shore up a potentially failing pension system, had just escaped a veto threat. Under pressure from his Republican legislative allies, Governor Tim Pawlenty signed the omnibus pension bill into law. The relief, however, was short-lived. Fewer than 48 hours later, two retired Minnesota state employees filed a class action lawsuit, claiming that by reducing cost-of-living adjustments, the state had violated contractual rights to promised benefits. As a result, the courts, not the legislators, would have the final say. Minnesota is just one of many states confronting massive pension shortfalls. According to the Pew Center on the States, unfunded state pension obligations total more than $1 trillion and exceed thousands of dollars per resident in many states. If states don't act to rein in pension liabilities, state contributions will eat up an increasingly greater share of revenues, crowding out funding for everything from repairing roads and providing social services to hiring and retaining high-quality teachers and principals. To avoid this threat, 39 states have made significant changes to public pension plans in the last two years. And many more changes are under consideration. But pension reform is not just a financial, ethical, educational, and political issue. It is also a legal issue. And a complicated one at that. As states across the nation wrestle with pension reform, they must strike the right balance in navigating legal constraints, which are often either overlooked in public discussions or overly feared by those involved. States that ignore legal precedents and constitutional protections will find themselves on the losing end of costly court battles. Those that are too timid and tinker only at the edges may also suffer by allowing pension problems to fester and grow. But those that find the right balance, like Minnesota managed to do, can overcome court challenges. The state's Second Judicial District Court ultimately dismissed the case, upholding the reduction in the cost-of-living adjustment (COLA). This brief offers a broad overview of the legal issues that policymakers must confront. State pensions are protected under laws that vary considerably from state to state. Thus, the authors profile four states (California, Illinois, New Mexico, and Ohio) to provide a representative sample of the range of protections mandated under state law. Appended are: (1) State Pension Protection Overview; and (2) Strengths and Weaknesses of Potential Pension Changes.   [More]  Descriptors: Legal Problems, State Legislation, Legislators, Courts

Gallegos, Anne; McCarty, Laurie L. (2000). Bilingual Multicultural Special Education: An Integrated Personnel Preparation Program, Teacher Education and Special Education. This article presents guidelines for the development and implementation of a graduate program in bilingual multicultural special education using the program at New Mexico State University as a model. It identifies the competencies of bilingual multicultural special educators, identifies steps in creating a new program, offers a philosophical framework, and reports on outcomes of the New Mexico program. (Contains 14 references.) Descriptors: Bilingual Special Education, Competency Based Teacher Education, Cultural Differences, Disabilities

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