Bibliography: New Mexico (page 037 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Susan R. Tortolero, David J. Hoff, Mark E. Johnson, Richard K. LoRe, Barbara Ibanez, Amanda Crocker, Mary Jiron Belgarde, Cindy C. Quintana, Laura Weiss Roberts, and Shami Lubin.

Hoff, David J. (2008). NCLB Tutoring outside the Box, Education Week. This article describes one community-based nonprofit group that provides free tutoring to poor children under the No Child Left Behind (NCLB) law. Unlike most other tutoring sessions under the law, the one at Erie Neighborhood House, a social-services agency in Chicago, is not happening in a school building or at a corporate tutoring outlet. Those types of providers serve the vast majority of the students receiving tutoring–also known as supplementary educational services, or SES–under the federal law. Most of the debate over when and how to offer SES, in fact, has been over whether school districts or for-profit companies are better suited to help children from schools that are not making their annual achievement targets under the NCLB law. Community-based nonprofit organizations are small, but important participants in the supplementary market. In addition to Erie Neighborhood House, other nonprofit groups offering the tutoring include the Urban League in cities such as Memphis and Chattanooga, Tennessee, and the United Farm Workers union in Arizona, California, and New Mexico. Such nonprofit organizations are closely connected to their local community members and are trusted by them. They also can alter existing programs easily to add the tutoring that students need to improve their academic standing. At Erie Neighborhood House, the nonprofit group's leaders decided to offer NCLB-related tutoring as part of the after-school program that it has operated for more than 30 years. Unlike the competitive relationship between businesses and school districts, Erie has a long history of working with local elementary schools.   [More]  Descriptors: School Activities, Federal Legislation, After School Programs, School Districts

Hawaii Educational Policy Center (2008). Report to the Legislature on Senate Concurrent Resolution 118 SD1 HD1: Improving the Community's Understanding of the Department of Education's Programs and School Expenses Including a Comparison with Other States on Adequacy of Funds. The 2007 Hawai'i State Legislature passed Senate Concurrent Resolution 118 S.D.1 HD 1 Improving the Community's Understanding of the Department of Education's Programs and School Expenses Including a Comparison with Other States on Adequacy of Funds. Among the requests contained in the resolution were the following: "Be it further resolved the Hawai'i Educational Policy Center undertake a study of existing data that compares Hawai'i with Massachusetts, Minnesota, New Hampshire, Connecticut, Kansas, and Washington (or five other "peer" states) suggested by the department in areas such as: (1) Average class size; (2) Student-teacher ratio; (3) Average number of students per counselor; (4) Length of school day and school year; (5) Per pupil funding; (6) Percentage of students with special needs and school budget dedicated to those students; (7) Percentage of school budget spent on administration; and (8) And/or other data that might indicate the reasons for high achievement rates, and propose measures (funding and resources) needed in Hawai'i to provide comparable educational services; …" The Hawai'i Educational Policy Center (HEPC) reviewed existing data from the Education Commission of the States ECS), the National Center on Education Statistics, and other sources. States were selected for this study by the State Legislature in SCR 118 SD1 HD1 (Connecticut, Kansas, Massachusetts, Minnesota, New Hampshire and Washington), the Hawai'i Department of Education in the Superintendent's Reports selecting "comparable" systems (Nebraska, Rhode Island, Wyoming), and the Hawai'i Educational Policy Center–looking at state populations, student enrollments, and number of teachers that are closest to Hawai'i's data (Montana, New Mexico, South Dakota, Vermont, West Virginia). Text of Senate Concurrent Resolution is appended. (Contains 21 tables and 2 figures.) [This report was prepared with the University of Hawaii at Manoa, Public Policy Center.]   [More]  Descriptors: Public Education, Educational Finance, State Departments of Education, Elementary Secondary Education

Stevens, Judith; Ibanez, Barbara (2001). Maximize Performance Impact: Create Partnerships with Customers, Performance Improvement. Discusses how to improve organizational performance by involving customers in partnerships. Relates experiences at the Center for Development and Disability at the University of New Mexico, serving people with developmental disabilities, which helped realize their mission, helped staff cross from theory to application, and increased relevancy and accountability. Descriptors: Accountability, Developmental Disabilities, Higher Education, Improvement Programs

Tirado, Michelle (2001). Left Behind: Are Public Schools Failing Indian Kids?, American Indian Report. American Indian children have the poorest academic performance among public school students. Reasons include poverty, racism, cultural incompatibility, low teacher expectations, high student mobility, lack of American Indian teachers, communication and learning differences, and cultural bias in standardized tests. New Mexico initiatives to improve the situation include family literacy programs, full-day kindergarten, charter schools, and Native teacher recruitment. Descriptors: Academic Achievement, American Indian Education, American Indian Students, Charter Schools

Roberts, Laura Weiss; Johnson, Mark E.; Brems, Christiane; Warner, Teddy D. (2006). Preferences of Alaska and New Mexico Psychiatrists regarding Professionalism and Ethics Training, Academic Psychiatry. Objective: To identify the preferences of practicing licensed psychiatrists in two rural states regarding ethics training. Method: All licensed psychiatrists in Alaska and New Mexico were mailed a survey exploring differences in ethical and practice issues between rural and urban health care providers. Data were collected from 97 psychiatrists. Results: Findings indicated a moderate level of interest in training related to a diverse set of ethics topics. Although women expressed greater interest in most topics than did men, ranking of topics was similar across genders. Level of interest in training was inversely related to number of years in practice. Conclusions: The psychiatrists in this study indicated some interest in professionalism and ethics training, but did not express the level of need or enthusiasm documented in many studies of physicians-in-training. Creating continuing medical education initiatives that are attuned to the distinct needs and preferences of psychiatrists in clinical practice thus poses many challenges. This may be particularly true for certain aspects of practice, such as ethics and professionalism, that have long been recognized as vital to clinical care, but now are viewed as core competency areas.   [More]  Descriptors: Medical Education, Training Objectives, Physicians, Ethics

Heil, Steven E. (2001). Traditional Earthen Architecture in the Art Curriculum, Art Education. Describes an adobe conservation project used with seventh- and eighth-grade students at the Zuni Pueblo (New Mexico). States that the project motivates students as they participate in experiential learning. Addresses the objectives in a traditional architecture curriculum and contends that the adobe conservation project demonstrates the place of traditional architecture in the curriculum. Descriptors: Architecture, Art Education, Built Environment, Design

Sorensen, Barbara (2001). Science as Joy: The Mobile Science Project, Winds of Change. A mobile educational outreach program travels to Pueblo communities in rural New Mexico attempting to increase the number of Native American college graduates and scientists. The science, math, and technology methods used in the workshops complement traditional Native hands-on teaching techniques. The project also provides students with increased access to and understanding of higher education opportunities. Descriptors: American Indian Education, College Preparation, Culturally Relevant Education, Elementary Secondary Education

Peca, Kathy; Isham, Mark (2001). The Educational Platform: Constructing Conceptual Frameworks, Action in Teacher Education. The education faculty at Eastern New Mexico University used educational platforms as a means of developing the unit's conceptual framework. Faculty members developed personal platforms, then synthesized them into one curricular area platform. The resultant unit educational platform became the basis for the unit's conceptual framework, which reflects diversity of thought and practice. Descriptors: College Faculty, Elementary Secondary Education, Higher Education, Preservice Teacher Education

Lubin, Shami (1972). New Mexico Campaigns Against Hunger and Malnutrition, Opportunity. Describes the nutritional needs of individuals in New Mexico, and the efforts of the Nutrition Improvement Program (NIP) of the University of New Mexico School of Medicine at Albuquerque to remove hunger and malnutrition.   [More]  Descriptors: Cultural Influences, Health Programs, Hunger, Nutrition

Tortolero, Susan R.; Roberts, Robert E. (2001). Differences in Nonfatal Suicide Behaviors among Mexican and European American Middle School Children, Suicide and Life-Threatening Behavior. Describes ethnic and gender differences in suicide ideation between two samples of middle school students in New Mexico and Texas. Mexican Americans in both samples reported a significantly higher prevalence of suicide ideation than did European Americans. This study indicates ethnicity plays an important role in suicidal ideation, but the mechanism remains unclear. Descriptors: Adolescent Attitudes, Adolescents, Attitude Measures, Cultural Background

Crocker, Amanda; Swan, Susan (2001). Building on Tradition: The Art of Adobe and the Revival of Community, Orion Afield: Working for Nature and Community. A New Mexico foundation helps primarily Hispanic and American Indian communities restore adobe churches by supplying technical assistance and matching grants. Community leadership of the projects enhances volunteer commitment. The projects build community cohesiveness and pride, maintain local culture, foster intergenerational relations, teach technical skills and preservation trade knowledge, and stimulate others to restore their own adobe buildings. Descriptors: American Indians, Churches, Community Action, Construction Materials

Hartley, Marsden; Hubbard, Guy (2001). Clip and Save, Arts & Activities. Provides background information on the artist Marsden Hartley and includes a reproduction of his artwork called "New Mexico Landscape." Provides ideas for teaching activities that focus on the painting and the artist. Examines the content and style of the painting. Descriptors: Art Education, Art Expression, Art History, Artists

Belgarde, Mary Jiron; LoRe, Richard K. (2004). The Retention/Intervention Study of Native American Undergraduates at the University of New Mexico, Journal of College Student Retention: Research, Theory & Practice. Student service programs act as key resources to help students persist in school until graduation. However, some critics question whether service programs aimed at specific ethnic populations contribute sufficiently toward their persistence. Tinto (1975) argues that the stronger one is integrated into the institution, the more likely he/she will graduate from college. Thus, Native students' use of Native and non-Native student service programs is likely to effect the strength of their integration. The article presents study findings to explain how Native undergraduates used mainstream and Native programs to support their persistence to graduation at the University of New Mexico. It reports the students' levels of involvement, satisfaction of the services received, and why some students didn't use them. It also includes stop-out information and reasons for stopping out. Finally, the authors discuss how the findings and conclusions may be viewed in light of Native philosophy and views on education.   [More]  Descriptors: American Indians, Student Personnel Services, Student Participation, Stopouts

Roldan Vera, Eugenia (2010). Towards a Logic of Citizenship: Public Examinations in Elementary Schools in Mexico, 1788 1848–State and Education before and after Independence, Paedagogica Historica: International Journal of the History of Education. This article explores some of the specificities, transformations and continuities in the role of the state in education in Mexico (New Spain) over a long period of time (1788-1848) before and after independence, by focusing on the ritual of public examinations in elementary schools. In addition to a review of the laws and regulations that led to a stronger intervention of the city councils in schooling, it discusses how the state became defined as the "provider" of education, analyses the emergence of the notion of "the public" in schooling, and examines the notions of individual achievement and merit. It is the author's contention that, throughout this period, the terms of the relationship between state and society regarding education gained new forms and changed from a "logic of reciprocity" to a "logic of citizenship".   [More]  Descriptors: Foreign Countries, Elementary Schools, Citizenship, Tests

Quintana, Cindy C. (2001). The Development and Description of an Inventory To Measure the Reading Preferences of Mexican Immigrant Students, Bilingual Research Journal. The development of an inventory of Mexican immigrant students' reading preferences is described. A study involving 405 Mexican immigrant students in grades 6-9 in southern New Mexico examined various influences on reading preferences. Results indicate that although preferences differed by gender, grade level, and U.S. residence, titles reflecting Mexican culture were most preferred. (Contains 20 references.) Descriptors: Childrens Literature, Culturally Relevant Education, Ethnicity, Hispanic American Students

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