This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Fred Bales, Judy Hofer, Irving Morrissett, Rachel Maurer, Roberta L. Derlin, Shannon Gordon Lawrence, Desi Baca, Damian Vergara Wilson, Lavinel G. Ionescu, and MOSAIC.
(1998). At the Scene of the Crime: Law Enforcement Agencies and Lawmakers Rely on Studies from the Institute for Social Research To Inform Policy-Making, Quantum: Research & Scholarship. The University of New Mexico's Institute for Social Research operates eight centers that conduct policy-related research on criminal justice, criminology, delinquency, and social problems. Projects have focused on inequities in criminal sentencing in New Mexico, juveniles' access to and use of guns, New Mexico's need for a juvenile prison, and the consequences of treating juvenile offenders as adults. Descriptors: Adolescents, College Programs, Crime, Criminals
(2004). Mentor Teacher Group Guide: Adult Multiple Intelligences, National Center for the Study of Adult Learning and Literacy (NCSALL). This Mentor Teacher Group Guide was created by the National Center for the Study of Adult Learning and Literacy (NCSALL) and the New Mexico Coalition for Literacy (NMCL) as part of the Connecting Practice, Policy, and Research Initiative (CPPR). It was piloted with five Mentor Teacher Groups throughout the state of New Mexico in the winter of 2002, and the suggested revisions were incorporated into this version. The Guide is part of a national effort to help connect research and practice in the field of adult basic education and adult literacy. It provides detailed instructions for organizing a mentor teacher group to consider the implications of Multiple Intelligences Theory in instructional practice. A small group of practitioners meets with a mentor to learn about and discuss research on Adult Multiple Intelligences and to receive constructive feedback as the practitioners apply the research to practice. Practitioners meet four times as a group and participate in two individual classroom observations for a total of 20 hours of professional development. Four appendices are included: (1) Meeting One Handouts; (2) Handouts and Articles on Classroom Observation, Peer Coaching, and Mentoring; (3) Meeting Two Handouts; and (4) Meeting Three Handouts. [More] Descriptors: Adult Basic Education, Adult Literacy, Multiple Intelligences, Theory Practice Relationship
(1983). Humanities Newspaper Project is a Natural for Journalism Faculty, Journalism Educator. Reports on the New Mexico Humanities Newspaper Project through which state scholars become newspaper contributors. Descriptors: Higher Education, Humanities, Journalism Education, Newspapers
(1978). The V(ery) L(arge) A(rray) Turns On. Reviews the Very Large Array (VLA) radio telescope project being constructed in New Mexico. [More] Descriptors: Aerospace Technology, Astronomy, Physical Sciences, Research
(2000). What Do You Mean You Don't Do Advanced Placement?: Confessions of an Educational Heretic, History Teacher. Explains why Advanced Placement courses are not offered at Sandia Preparatory School, a college preparatory school located in Albuquerque, New Mexico. Focuses on the school mission, overall philosophy, and how this relates to the history classroom in particular. Descriptors: Advanced Placement, Advanced Placement Programs, College Preparation, Course Content
(1975). Three-Day Run on a Navajo, New Mexican Spirit Trail, American Libraries. Describes a bookmobile tour of 500 miles through rural New Mexico. [More] Descriptors: American Indian Culture, Bookmobiles, Library Circulation, Library Services
(2009). National AIAN Head Start Collaboration Needs Assessment 2009. The Office of Head Start/Region 11 serves nearly 23,000 American Indian/Alaska Native (AIAN) children in 26 States throughout the country: Alaska, Arizona, California, Colorado, Idaho, Kansas, Maine, Michigan, Minnesota, Mississippi, Montana, Nebraska, Nevada, New Mexico, New York, North Carolina, North Dakota, Oklahoma, Oregon, South Carolina, South Dakota, Texas, Utah, Washington, Wisconsin and Wyoming. According to the Head Start Program Information Report (PIR) for the 2007-2008 program year, there were 152 AIAN Head Start programs in the region and 42 AIAN Early Head Start programs (many of these being joint HS/EHS programs). OHS/Region 11 supports approximately 154 grantees–each a tribal sovereign nation or consortia of tribal nations–with governing bodies that are independent from the States. The Head Start Collaboration Needs Assessment (CNA) was designed in 2008 by a work group of Head Start State Collaboration Directors (HSSCDs) over the course of several months. Touching on the nine key priority areas pertaining to collaboration as outlined in the "Improving Head Start for School Readiness Act of 2007" legislation (i.e., Child Care; Community Services; Education/Head Start-Pre K Partnership Development; Education/Head Start Transition and Alignment with K-12; Family/Child Assistance; Family Literacy; Health Services; Services for Children Experiencing Homelessness; Services for Children with Disabilities) and also including the area of Professional Development, members of the work group selected topic areas on which they would like to focus, then created questions that, from their experience as HSSCDs, were most significant vis-a-vis pertaining to Head Start's extent of partnering with service providers; and the extent of performing specific collaboration-related tasks. Open-ended questions pertaining to grantee's description of other issues/challenges, and a description of what works well in addressing needs in each specific topic area were also included. Members of the work group then shared their questions with the larger group who reviewed them and suggested modifications, as appropriate. This paper presents their findings. National AIAN Head Start Collaboration Needs Assessment is appended. [More] Descriptors: Disabilities, Health Services, Program Effectiveness, School Readiness
(1976). Teaching of Introductory Chemistry in Spanish to Bilingual Students, Journal of Chemical Education. Describes a chemistry course at New Mexico Highlands University taught in English and Spanish. [More] Descriptors: Bilingual Students, Chemistry, College Science, Higher Education
(2009). Top 10 States for Afterschool in 2009. Each day in America, millions of kids go home to an empty house after school. In recent years, the growth of quality, affordable afterschool programs has begun to offer positive alternatives to the parents of these children. In 2009, the Afterschool Alliance contracted with RTi, a market research firm, to conduct a household survey of nearly 30,000 families to learn how many children are in afterschool programs, how many are unsupervised after school and how these numbers compare to five years ago. Building upon and updating a similar study conducted in 2004, "America After 3 PM," sponsored by the JCPenney Afterschool Fund, provides the most comprehensive and accurate picture to date of what this nation's youth are doing each day after school. Overall, "America After 3PM" finds that while more kids are in afterschool programs today than five years ago, the demand for programs has also increased. As would be expected, there is variability in the findings from state to state. Through an examination of a number of key indicators, a set of "Top 10 States for Afterschool" emerged. While they all have significant unmet need for afterschool programs, comparatively these "Top 10 States for Afterschool" in 2009 have some of the lowest rates of self-care combined with the highest rates of afterschool participation and satisfaction–all of which adds up to a winning combination for children and parents in these states. Yet, even in these top 10 states, too many children and families do not have access to quality afterschool opportunities. The "Top 10 States for Afterschool" identified in this document are those with the highest indices. These states are Hawaii, Arizona, New York, California, New Jersey, Virginia, New Mexico, Florida, Texas, and North Carolina. [More] Descriptors: After School Programs, Surveys, Barriers, Supply and Demand
(2012). An Analysis of Induction-Year Agricultural Education Teachers' Attitude toward Teaching during the 2011-2012 School Year in Texas, Oklahoma, and New Mexico, ProQuest LLC. Teacher shortages are a critical issue for education, and agricultural education has not been exempt from this trend. Many factors possibly contribute to this lack of qualified teachers. Researchers suggest that retention practices, stress factors associated with agricultural education, and job satisfaction may be areas for improvement within the profession. A deeper understanding of the problems beginning teachers experience is a critical first step in raising the retention rate for new teachers. An original researcher-designed instrument based on Moir was composed of 66 items intended to measure induction-year teachers' attitude toward teaching and was administered at six different points in time to induction-year agriculture teachers in Texas, Oklahoma, and New Mexico during the 2011-2012 school year. Data collection occurred via a mixed mode design following the Tailored Design Method. The overall response rate was 52.5% with 197 responses to the instrument. All 66 scale items from the original questionnaire were included in the principal component analysis (PCA) with varimax rotation; coefficients with an absolute value less than 0.45 were suppressed. The Kaiser-Meyer-Olkin (KMO) of sampling adequacy was 0.787 and Bartlett's test of sphericity was significant (p < 0.001). Factor analysis yielded a nine factor solution using varimax rotation. Forty-five items composed the Agricultural Education Induction-Year Teacher Attitudinal Scale. Descriptive names for the constructs were the product of 20 experts in the field of agricultural education: "Professional Efficacy," "Balanced Reflection," "Professional Commitment," "Professional Confidence," "Anticipated Change," "Work-Life Balance," "Strategic Renewal," "Problem Solving," and "Professional Resolve." Overall reliability coefficient for the proposed new instrument was 0.88. Overall attitude toward teaching was not statistically significantly different across measures. No significant predictors of attitude toward teaching based on selected demographic variables were generated as a result of forced entry regression. Grand mean scores per round did not statistically differ from one round to another. A model of induction-year agricultural education teacher's attitudes was proposed along with a scale adjusted model of agricultural education teacher attitude toward teaching. A model of all attitude constructs was presented to illustrate the effect of time on the attitude of the induction-year agricultural education teachers. [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: Agricultural Education, Teacher Attitudes, Teacher Shortage, Teacher Persistence
(2011). Diversity in Definition: Integrating History and Student Attitudes in Understanding Heritage Learners of Spanish in New Mexico, Heritage Language Journal. Although the definition of heritage language learner (HLLs) has been widely explored, researchers tend to base their definitions on learner proficiency. While such a premise is a safe and conservative way to identify heritage students, it pays little mind to inclusivity. Indeed, it may place the university in the role of cultural gatekeeper, excluding on linguistic grounds learners who might otherwise identify with a given heritage language. This research looks at historical factors and students' linguistic attitudes to argue for a definition of HLLs based on cultural connection. First, the present study reviews the historical factors that account for the present linguistic situation. Second, an analysis of preliminary data reveals a connection between identity labels used by the beginning-level HLLs and attitudinal dimensions of maintenance. Using a methodology similar to Mejias, Anderson-Mejias, and Carlson (2003) and Mejias and Anderson (1988), the data show that this cohort of students uses a variety of identity labels and that these labels show significant correlations to diverse attitudinal conceptions of their heritage language. Keeping in mind previous research on HLL definitions, historical factors, and the attitudinal research, this paper proposes two definitions of HLLs, one for scholarly research and another for student recruitment. [More] Descriptors: Student Attitudes, Heritage Education, Native Language Instruction, Second Language Learning
(1970). School and Community, National Elementary Principal. Describes how an Albuquerque, New Mexico, community became involved in a bilingual school program. Descriptors: Bilingual Schools, Bilingual Students, Community Influence, Community Involvement
(1969). Economics, Social Science, and the Educational Establishment(s), Soc Educ. Reprinted from the April 1969 issue of "The New Mexico Journal for Social Studies . Descriptors: Curriculum Evaluation, Economics, Economics Education, Higher Education
(1999). New Mexico Trends in Education Finance–Resource Allocation and Outcomes Assessment: Conflict or Compromise?. This paper examines the political interaction surrounding the resolution of educational issues in the New Mexico legislative budget process for the fiscal year 2000. It contains information about school vouchers, charter schools, collective bargaining and related personnel issues, and criticism of Governor Johnson's stance on public education in New Mexico. (Contains 20 references.) [More] Descriptors: Charter Schools, Collective Bargaining, Educational Change, Educational Finance
(1975). At the University of New Mexico Look for the Blue Door. Describes the new University of New Mexico's Bookstore that opened on October 30, 1974. [More] Descriptors: Books, Bookstores, College Stores, Facility Improvement