This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Lisa Romero, Cathy Jones, Deborah S. Miller, Claudia G. Vincent, Jianping Shen, Lisa Ryan, Michelle Adam, Michelle Hall Kells, New Mexico Commission on Higher Education., and Susan Cizek.
(2006). 2006 Campus Technology Innovators. This article features the winners of this year's "Campus Technology Innovator" competition. The winners are: (1) Drexel University, Pennsylvania (outsourcing); (2) Darton College, Georgia (3D); (3) Minnesota State Colleges and Universities (ePortfolios); (4) University of Michigan (the Web); (5) University of Tennessee College of Veterinary Medicine (rich media); (6) University of North Texas Health Science Center (student information systems); (7) University of North Carolina-Greensboro (gaming); (8) Southern Adventist University, Tennessee (gaming); (9) Orange County Community College, State University of New York (IT planning); (10) University of California-Merced (campus infrastructure); (11) Sinclair Community College, Ohio (security); (12) Wayne State University, Michigan (QA); (13) Marist College, New York (podcasting); (14) Tufts University, Massachusetts (Web tools); (15) Eastern New Mexico University-Roswell (IT funding); (16) Ryerson University, Ontario, Canada (eRecruitment); (17) Appalachian State University, North Carolina (virtual and immersive learning); and (18) Purdue University, Indiana (virtual and immersive learning). [More] Descriptors: Information Systems, Competition, Rewards, Recognition (Achievement)
(2012). A Study of Undergraduate and Graduate Students' Knowledge of Response to Intervention in a Southern New Mexico College of Education, ProQuest LLC. The following study investigates the knowledge of undergraduate and graduate students enrolled in education courses regarding response to intervention (RTI) and its use with English Language Learners (ELLS). In addition, the study examined the information these students had with regard to RTI depending on the courses they were enrolled in while responding to the survey. The results indicated graduate students had statistically significant more knowledge of RTI than undergraduate students as indicated in their responses, with no significant difference on their knowledge of RTI use with ELLs, although knowledge for both samples was limited on specific items. In addition, the study resulted in no difference in knowledge of RTI and nor its use with ELLs whether the survey was completed in a Curriculum & Instruction course or a Special Education course. Implications for research and practice 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: Undergraduate Students, Graduate Students, Student Attitudes, Response to Intervention
(2007). Procedures Manual for Home School Operators in New Mexico. Under the New Mexico Public School Code, the right of parents to home-school their children is recognized. "Home School" is defined as the operation by a parent, legal guardian, or other person having custody of a school-age person who instructs a home study program that provides a basic academic educational program, including but not limited to reading, language arts, mathematics, social studies and science. Home School Parents are required to: (1) notify in writing, the Secretary of Education of the establishment of a home school; (2) maintain records of student immunization; and (3) possess at least a high school diploma or its equivalent. It is the intention of the Public Education Department to communicate more positively with the home school community, and the purpose of this manual is to assist parents, legal guardians, and local school districts to understand the application procedures in a more user-friendly approach. Local school districts are responsible for ensuring that all school children are enrolled in some type of educational program; the Public Education Department is responsible for ensuring that home school children are being home schooled until at least age 17. The Department provides a list of the names and ages of the children that are enrolled in a home school program to the local superintendent within each school district. [More] Descriptors: Home Schooling, Methods, Guides, Immunization Programs
(2006). Student Achievement in Basic College Mathematics: Its Relationship to Learning Style and Learning Method, NADE Digest. From the assumption that matching a student's learning style with the learning method best suited for the student, it follows that developing courses that correlate learning method with learning style would be more successful for students. Albuquerque Technical Vocational Institute (TVI) in New Mexico has attempted to provide students with more than one learning method in its Basic College Mathematics course. Three courses were developed to correlate curriculum with learning style theory to create a match between a student's preferred learning style and the learning method of the course. The learning methods include collaborative (traditional lecture), self-paced (individualized), and project-based (hands-on activities). Each Basic College Mathematics course follows the same curriculum and every student takes the same final exam. While there is no significant difference in the students' performance between the three courses, the student success rate in Basic College Mathematics is higher than the national average for two-year colleges. [More] Descriptors: Mathematics Achievement, Cognitive Style, Teaching Methods, Vocational Education
(2006). Aztlanscape, Aztlan: A Journal of Chicano Studies. "Aztlanscape" is a painting that explores the notions of history, migration, and cultural exchange. It depicts various places with significant relationships to one another, reconfigured into a new landscape. The specific locales used in this painting are Albuquerque, New Mexico; Oakland, California; and Mexico DF, Mexico. These cities have a personal significance because the author has lived in all three. Much of the author's work takes place between two societies and cultures, Mexican and American. Between these spaces, notions are challenged, negotiated, and combined. Identities both personal and cultural begin to evolve. Through these images, the author explores ideas of history, memory, and migration on both personal and cultural levels. He uses landscapes with shared political, economic, and cultural histories to illustrate both the cohesion and disjuncture created by migration and cultural exchange. [More] Descriptors: Foreign Countries, Migration, Cultural Influences, Painting (Visual Arts)
(2006). Woman to Woman: Coming Together for Positive Change–Using Empowerment and Popular Education to Prevent HIV in Women, AIDS Education and Prevention. HIV risk is the product of social, cultural, economic, and interpersonal forces that create sex-role definitions and expectations that can lead to gender inequalities in health. Woman to Woman: Coming Together for Positive Change is an HIV/AIDS prevention intervention that takes into account that choices and actions may be constrained by poverty, gender roles, and cultural norms. This project educates and empowers, promotes women's perspectives, reaches women "where they are," and encourages women to speak of their experience. The following study presents the evaluation of the effectiveness of an empowerment based participatory HIV prevention program over a 3-year period, implemented in both rural and urban settings in New Mexico, targeting over 300 women at-risk of HIV/AIDS. In addition, the practicalities of conducting participatory process and outcome evaluation with a small nonprofit with minimal budget will be discussed. [More] Descriptors: Popular Education, Females, Prevention, Acquired Immunodeficiency Syndrome (AIDS)
(2006). States are Faking Minority Progress for No Child Left Behind, Education Digest: Essential Readings Condensed for Quick Review. In looking at recent graduation rates reported by states, Latinos should be proud. For the 2002-03 school year, North Carolina reported a 94% graduation rate for Latinos, while New Mexico claimed an 89% rate, and Indiana, an 85% rate. Unfortunately, these numbers are not only deceptive, they are, according to the Education Trust, wrong. Under the "No Child Left Behind" (NCLB) Act, states were required to report graduation rates to the U.S. Department of Education in 2003 and, most recently, in 2005. But most states, during both periods, have reported numbers that overestimate graduation rates far beyond reliable estimates provided by independent agents. This article discusses the discrepancies found by the Education Trust in the graduation rates the states have reported to them. [More] Descriptors: Graduation Rate, Hispanic American Students, Minority Group Children, State Agencies
(2012). Welcome to Babylon: Junior Writing Program Administrators and Writing across Communities at the University of New Mexico, Composition Forum. Writing program administrators need to be as concerned about sustaining the cultural ecologies of our communities as we are about the material economies of our institutions–we need to attend to the diverse linguistic and rhetorical ecologies within which twenty-first century student writers are exercising agency. In order to respond productively, ethically, and appropriately to the increasingly diverse language and literacy practices of 21st century college writers, this profile will focus on a program that reconfigures the intellectual operating spaces of Composition Studies by training junior writing program administrators in how to promote rhetorical action alongside the study of composition pedagogy and praxis and by advocating on behalf of ethno-linguistically diverse communities within and beyond the university. [More] Descriptors: Writing Instruction, Administrators, Praxis, Foreign Countries
(2006). A Native American Community's Involvement and Empowerment to Guide Their Children's Development in the School Setting, Journal of Community Psychology. This study provides an empirical description of the dimensions of community values, beliefs, and opinions through a survey conducted in the Pueblo Indian community of Zuni in New Mexico. The sample was composed of 200 randomly chosen community members ranging from 21 to 103 years old. A principal component factor analysis was conducted, as well as a multivariate analysis of variance, to explore gender, age, education, language, and socioeconomic (SES) differences on values, beliefs, and opinions from survey participants. Overall, the findings suggest a strong agreement by the community on the direction to be taken by their school district in their efforts to improve classroom instruction, as well as in their efforts to guide their children's development as Native Americans. [More] Descriptors: Opinions, American Indians, Factor Analysis, Statistical Analysis
(2006). The Realisation of Quality in Inviting Schools in the United States of America, International Journal of Educational Leadership Preparation. Providing quality education is the single most important issue in education today. Advocates of Invitational Education (IE) maintain that the effective implementation of its philosophy can lead to quality education in schools. This article describes a qualitative study of how inviting schools in the United States of America succeed in implementing and sustaining IE, thereby providing quality education. The study was done in selected schools in New Mexico and Kentucky in the United States of America that had previously received the prestigious International Award for Invitational Education. The purpose of Inviting school awards is to recognise schools, districts, and universities throughout the world that exhibit the philosophy of IE (Inviting School Award Program 2005). The findings reveal that adherence to IE principles also revealed adherence to Quality Management (QM) principles, which are, the key role of leadership; focus on the customer; teacher collaboration, and empowerment; continuous improvement; and professional training. [More] Descriptors: Educational Quality, Qualitative Research, Program Implementation, Sustainability
(2006). Culturally Responsive Schoolwide Positive Behavior Support: A Case Study in One School with a High Proportion of Native American Students, Multiple Voices for Ethnically Diverse Exceptional Learners. Schools face an array of recommendations for reforming educational practices. If these recommendations are to be implemented on a large scale, reformers will need to embed clear strategies to make educational innovations and implementation procedures culturally responsive. Schoolwide positive behavior support, as an approach to whole-school discipline, offers one example of an innovative reform that encourages cultural responsiveness. The authors present a brief overview of schoolwide positive behavior support, the ways cultural responsiveness is being included in the implementation of this approach, and practical messages from a case study with one rural New Mexico school that has embraced the approach. Implications are offered for including cultural responsiveness in all educational reform efforts and future research. [More] Descriptors: American Indians, Elementary School Students, Cultural Relevance, American Indian Culture
(2006). Implementing an Over-the-Counter Medication Administration Policy in an Elementary School, Journal of School Nursing. A major focus of school nursing interventions is to improve school attendance. In many schools, parents are required to leave work and/or to arrange transportation to bring their children over-the-counter medicines. Many times these children went home, missing class and making it difficult to keep up with class work. The purpose of this study was to examine the impact of a new policy and procedure allowing school nurses to administer certain over-the-counter medications in elementary schools in a southern New Mexico public school district. "Sent home" rates before implementation of the new policy were compared with sent home rates for 2 years following implementation. Although not statistically significant, findings indicated that over-the-counter medication administration by school nurses does show a trend toward sending fewer students home and, therefore, keeping them in the learning environment. [More] Descriptors: School Nurses, Attendance, Intervention, Health Services
(2001). The Condition of Higher Education in New Mexico, 2001. This document is the annual report of factual information about New Mexico's public colleges and universities and their student customers. It contains demographic information about the students, their completion of degree programs, the tuition and fees paid, and financial aid received by students, and the revenues and institutional expenditures that undergird the diverse educational programs available to New Mexicans. In 2001, nearly 106,000 students were enrolled in New Mexico's public colleges and universities. Most (96%) were studying on-campus, although off-campus enrollments had increased by 11%, continuing the upswing that began in 1998. Fifty-three percent of on-campus students were enrolled in community colleges. Nearly 87% of students enrolled at New Mexico's colleges and universities in fall 2000 were state residents. In the 1999-2000 academic year, New Mexico's public colleges and universities awarded a slightly greater number of degrees than in the previous year, with 5,605 bachelor's degrees and 4,523 associate degrees or certificates. New Mexico students received nearly $290 million in student financial aid in 1999-200, and more than $257 million was awarded from public funding sources. About 84% came from federal sources, and 16% from the state. The instructional programs of the public postsecondary institutions continued to receive significant support from state funds. However, the proportion of the state's general fund available for higher education continued to decline. Further details in each of these areas are presented in data tables. (Contains 2 figures and 39 tables.) [More] Descriptors: Educational Finance, Enrollment, Enrollment Trends, Higher Education
(2006). Data-Based Decision-Making: Three State-Level Educational Leadership Initiatives, Educational Horizons. The accountability required by school-reform measures such as No Child Left Behind has placed increased emphasis on data analysis for appraising schools, administrators, teachers, and students. The focus of accountability-driven initiatives is developing policies and procedures that collectively influence the district, the school, and most important, the classroom. The Wallace Foundation has awarded grants focused on enhancing educational leadership in data-based decision-making. The foundation's State Action for Education Leadership Project II (SAELP II) awarded grants to state departments of education in Ohio, New Mexico, and Michigan to develop school leaders' data-based decision-making. This article describes the progress and potential of those initiatives. [More] Descriptors: State Action, Grants, Data Analysis, School Restructuring
(2006). Partnership, Preparation, and Progress in Training Community College Administrative Leaders, Educational Considerations. Having a sufficient number of qualified individuals to fill vacant positions is essential for community colleges in both New Mexico and the nation. Qualified individuals must be well-prepared both academically and "practically" to take a leadership role in a major institution of higher education, the community college. The purpose of this study was to determine whether the Community College Leadership Doctoral Program (CCLDP) was achieving these goals. Specifically, the researcher sought answers to the following questions: (1) Were graduates prepared to take on the significant role and responsibility of enhancing the present-day mission and future challenges of the modern comprehensive community college as well as enhancing the success of the "whole" student? and (2) How did the CCLDP and community colleges work in partnership to prepare students with a comprehensive theoretical administrative base as well as a strong practical perspective? [More] Descriptors: Community Colleges, Doctoral Programs, Leadership, Two Year Colleges