This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Dennis Lester, Karen Sanchez-Griego, Zanier D. Lane, Dwight Waldo, Weewish Tree, Michael Gray, Donna McCahon, Phyllis Wilcox, John Cronin, and Rama Ramaswami.
(1976). Una Crisis para la Educacion Bilingue en Nuevo Mexico. (A Crisis for Bilingual Education in New Mexico), La Confluencia. Written in Spanish and English, this article briefly reviews the bilingual picture in New Mexico. If New Mexico is to succeed in attracting Federal monies for bilingual education, it must strive for unity in its efforts and objectives. [More] Descriptors: Agency Cooperation, Bilingual Education, Coordination, Educational Finance
(1971). General Finance Control in New Mexico, Compact. In New Mexico, school aid comes from the general fund, thus allowing better coordination of State financial services. Descriptors: Educational Finance, State Aid, State Departments of Education, Statewide Planning
(1974). Manitos and Chicanos in Nuevo Mexico Politics, Aztlan. The article briefly reviews New Mexico's political history, surveys the present socio-political status of its Spanish speaking population, and examines the effects of the Chicano Movimiento on Manitos in New Mexico. [More] Descriptors: Comparative Analysis, Cultural Influences, History, Political Divisions (Geographic)
(1969). The University as a Power Center, Educ Rec. Address at the inauguration of Ferrel Heady as president of the University of New Mexico (November 9, 1968). Descriptors: Institutional Role, Power Structure, Universities
(1973). The Indian Slave Trade in New Mexico, 1846-1861, Indian Historian. The story of slavery in New Mexico covers American Indians, Mexican American Ricos", Mexicans, and the Anglo Americans. [More] Descriptors: American Indians, American Studies, Anglo Americans, Intermarriage
(2010). Developing an Effective Instrument for Assessing the Performance of Public University Presidents, ProQuest LLC. Conducting a worthwhile assessment of the performance of senior leaders such as university presidents poses unique challenges for public institutions of higher education. One of the most difficult issues is determining the "content" and "format" of the assessment instrument. Due to the breadth and complexity of the job, the list of potential criteria that could serve as content for the assessment instrument is almost limitless. Turning to the format, there are also many options with respect to the arrangement of the assessment instrument or plan for its administration. Based on a review of literature for this study, there does not appear to be a comprehensive approach for developing the content and format of a president assessment instrument that provides sufficient reliability and validity evidence for the ratings derived from such an instrument. In order to fill an apparent gap in research on university president assessment, this study proposes a model for determining the content and format of an assessment instrument–the Assessment Instrument Development Approach (AIDA). The AIDA model incorporates a mixed-methods research design aimed at identifying the content and format of an assessment instrument that will produce reliable and valid results. Addressing the question, "What approach can UNM and other public universities use to develop an effective performance assessment instrument for their presidents?" this study critiques the initial AIDA model and suggests a revised model based on study findings. Addressing the question, "What is the preferred content and format for a president performance assessment instrument?" this study proposed an initial framework for the relationships among variables derived from pertinent theory and concepts pertaining to university president assessment. Considering the study results, a revised framework was developed along with example hypotheses that should be tested in future research to gain additional insights into performance assessment for university presidents. Since two earlier studies on president effectiveness indicators obtained feedback from presidents and boards of trustees, the faculty of two research universities in the southwest were chosen as the target population for this study in order to obtain the perspectives of the third body that participates in shared governance. Qualitative data was collected through 15 individual interviews, 2 focus group interviews, a pilot survey, and a final survey. Quantitative data was collected through the pilot survey and final survey. StudentVoice(TM) administered the web-based pilot survey for the University of New Mexico (UNM) faculty and final survey for both the UNM and New Mexico State University (NMSU) faculty. There were 106 faculty members who volunteered to complete the pilot survey and 280 faculty members who completed the final survey. The AIDA model was an effective tool for identifying the content and format of a president assessment instrument based on the perspective of faculty members who participated in the study. Incorporating a mixed-methods design, the AIDA model enabled the researcher to analyze the data from different perspectives and to identify complementary and conflicting findings. While the application of the AIDA model was time consuming because it included qualitative and quantitative data collection and analysis, it proved to be useful in integrating and condensing a large amount of data and in making the results understandable. Addressing the question of the preferred content of a president assessment instrument, over 200 potential assessment criteria were identified relating to traits and behaviors of a president and performance outcomes at the university level. These candidate criteria were prioritized based on the outcome of surveys and interviews of university faculty. Exploratory factor analysis was used to identify overarching constructs to which these criteria related and to provide insight into a methodical approach to reduce the number of items in an assessment instrument to those that are the most relevant. The constructs identified in this study that relate to university president performance were "strategic leadership, consideration, continuous improvement, university mission support, interpersonal competence, stewardship, academic quality, and responsibility." Addressing the question of format, participating faculty members believed that a president assessment instrument should be a formalized tool that is administered according to written policies and procedures. Study results showed that faculty members preferred annual 360-degree assessments involving multiple constituents and stakeholders that focus on president development and improvement. Faculty also identified external factors that should be considered in performing an assessment that includes qualitative and quantitative assessment criteria. The results of this study reveal there are many candidate criteria and formats for assessing performance. What appears to be lacking in literature and in practice is a means to identify the best criteria and formats that will produce reliable, valid, and useful results for the assessment of university presidents. The methods and findings described in this study provide additional insight into the "means" for developing an assessment instrument and the "ends" which are fair, equitable, and productive assessments of university president performance. [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: Feedback (Response), Focus Groups, College Presidents, Test Construction
(1990). A Commitment to Professionalism: Educational Interpreting Standards within a Large Public School System, Sign Language Studies. Describes the Albuquerque (New Mexico) public school system interpreter service for hearing-impaired students, focusing on costs and benefits, the University of New Mexico's program in sign language interpreting, interpreter evaluation, language policy, and interpreter credentials. Descriptors: Deaf Interpreting, Educational Policy, Elementary Secondary Education, Hearing Impairments
(2009). Identifying Strategies for Native American Student Success in Community Colleges: A Qualitative Study, ProQuest LLC. This qualitative study attempted to analyze the educational goals and achievements of successful present and former Native American students at San Juan College (SJC) in Farmington, NM. It considered a systemic approach to educating Native American students by taking into account their suggestions of how to improve the educational framework to address their needs and expectations. The study group was composed of Native American students who enrolled at SJC in Farmington, New Mexico as first-time students and had successfully completed 30 credit hours or more of course work. After completing 30 semester credit hours at SJC, they either: (1) gained employment, (2) advanced in their job, (3) moved on to better employment, (4) continued their education at SJC, or (5) transferred to a four-year college or university. Data were collected in two methods: interviewing the participants through focus group sessions and one-on-one interviews. Interviews were conducted with 38 participants. The study used the framework of Human Capital Theory in the context of Social Capital Theory. The study explored the perspectives of Native American students' lived experiences. The study also incorporated their suggestions about required changes in the status quo which could help to improve the higher educational environment for Native American students. The findings in this study strongly suggest that Native American students' desire for investment in college education follows closely the tenets of Human Capital Theory and Social Capital Theory. They believed that gaining knowledge and training would enable them to increase their earning potential and secure a better future for themselves and their children. Native American students' preferences for a higher standard of living, better housing, better healthcare and nutrition, and greater employment opportunities closely resemble that of White students. It is my intention for this study to provide a set of recommendations to higher educational leaders as guidelines to design, develop, and implement culturally sensitive strategies in addressing the educational needs of Native American students. Also the study attempted to encourage other researchers to investigate the ways and means of improving the status of Native American students in pursuit of higher education. [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: Human Capital, Community Colleges, American Indians, Focus Groups
(2009). The Accountability Illusion, Thomas B. Fordham Institute. The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states have leeway to: (1) Craft their own academic standards, select their own tests, and define proficiency in reading and math; (2) Establish their own annual targets for moving students to the proficient level by 2014; (3) Apply confidence intervals to school proficiency rates; and (4) Determine when the size of a student subgroup within a school is large enough that it must meet AYP targets. This study examines NCLB accountability systems and basic AYP rules for 28 states as they operate in practice: Arizona, California, Colorado, Delaware, Florida, Georgia, Idaho, Illinois, Indiana, Kansas, Maine, Massachusetts, Michigan, Minnesota, Montana, Nevada, New Hampshire, New Jersey, New Mexico, North Dakota, Ohio, Rhode Island, South Carolina, Texas, Vermont, Washington, Wisconsin, and Wyoming. Overall report findings include: (1) Within the elementary school sample, the number of schools that made AYP varied greatly by state: almost all sampled schools failed to make AYP in some states, and nearly all of these same schools made AYP in others; (2) More consistency across states with the middle school sample (few of these schools made AYP in any state); and (3) When it comes to whether the performance of a subgroup will hurt a school's chances of making AYP, the state decision relative to minimum subgroup size is highly significant. The report concludes that overall evidence from the sample indicates that NCLB, as currently implemented, is not a discriminating system, but that accountability is not coherent. The authors suggest a more consistent accountability system is needed to improve schools in all states. The foreword for this report was written by Chester E. Finn, Jr., Michael J. Petrilli, and Amber M. Winkler. Three appendixes are included: (1) Methodology; (2) Estimated State Test Proficiency Cut Scores in Reading using Measures of Academic Progress; and (3) Estimated State Test Proficiency Cut Scores in Math using Measures of Academic Progress. (Contains 8 footnotes, 23 figures and 21 tables.) [This report was published in partnership with Northwest Evaluation Association (NWEA). For individual state reports, see ED504680-ED504694, ED504700-ED504711 and ED504719.] [More] Descriptors: Federal Legislation, Educational Improvement, Educational Indicators, Federal Programs
(2010). The Power of Their Voice: Promoting Equal Respect and Redistributing Power in Hierarchically Differentiated Groups, ProQuest LLC. Todos Juntos New Mexico was a collaborative made possible through a multimillion dollar grant awarded by the Fellows Foundation to empower the community, students, and educators in New Mexico to affect positive change in our public educational system, leading to increased student success, not just for Hispanics, but for all students. Of particular interest to this study was the organizational structure of Todos Juntos and how successful it was, or was not, during its first years of operation. Many collaboratives are developed with members of the same education level and status who hold similar visions of what they need to accomplish to achieve collaborative goals and objectives. Todos Juntos, on the other hand, navigated uncharted waters by bringing together partners with all levels of education, including those who have historically been silenced by either a lack of formal education or an inability to navigate the complexities of educational institutions. Consider that most organizations operate through a hierarchal vii structure, starting at the top position with someone who sets the agenda, runs the meetings and who, most oftentimes, and makes the final decisions. Todos Juntos was structured differently, operating as a "flat" organization with a facilitator, hired by members of a leadership team, whose primary responsibility was to ensure a collaborative process that enabled a cohesive, unified and participatory unit. Essentially, "flat" meant that the voices of formally uneducated parents, students and community members would have the same merit as those of other more formally educated and experienced collaborative members, such as a university president and a school superintendent. The purpose of this study was to determine what factors contributed to a change in the Todos Juntos structure from a collaborative, "flat" organization into a hierarchal organization when initially, the collaborative founders and participants were strongly committed to an equalitarian, participatory, non-hierarchical structure. The primary goal of this study was to tell the story of Todos Juntos through its participants' words: as individuals, as members of groups, and from the perspective of learning collaborative as a whole. Research findings indicate that the collaborative that set out to be a flat system, but ultimately failed due to multiple barriers including, but not limited to, the collaborative's funding structure, gender issues, inner racial conflict, and discord among members. The collaborative was also found to be Latino male-dominated. Moreover, a subgroup of parents began to operate in a hierarchical manner against earlier expectations, and, lastly, university students turned out to be the most stable participants in the initiative since they operated internally as a small flat subgroup of their own. The students did not really pay attention to the conflicts within the collaborative, but managed instead to keep their attention on the younger students whom they were mentoring and tutoring. Many collaborative members wanted the collaborative to be based on a flat organizational structure and moved in that direction on a day-to-day basis. However, they could not sustain their efforts to make the collaborative a flat structure due to fiscal constraints and policies in addition to managerial controls of the university and public school educational systems from which they were operationalized. As such, study results indicate that the collaborative did not succeed in its larger goal of systemic change for educational institutions. However, the results do seem to give credence and support to a need for Latino-based initiatives in the United States. Further discussion of these results will show others in the future how they might identify and thereby avoid barriers to collaborative work that empowers minority groups. At the same time, these future reformers can take to heart the positive lessons from the Todos Juntos project found in the voices of the people themselves. [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: Partnerships in Education, Educational Change, Gender Issues, Minority Groups
(1976). Bibliography of Discographies Annual Cumulation–1975, Association for Recorded Sound Collections–Journal. Available from: Association for Recorded Sound Collections–Journal, James B. Wright, Executive Secretary, Association for Recorded Sound Collections, Fine Arts Library, University of New Mexico, Albuquerque, New Mexico 87131; Subscription Rates: $10.00 annual dues with membership. Descriptors: Audiodisc Recordings, Citations (References), Discographies, Music
(1974). Socialization of Chicano Judges and Attorneys, Aztlan. The article traces the socialization patterns among the Chicano bar and judiciary in Arizona, California, Colorado, New Mexico and Texas. New Mexico's Chicano bar is detailed and examined. [More] Descriptors: Age, Cognitive Development, Court Judges, Educational Background
(1975). New Mexico Provides Free Tape Searches, Special Libraries. The computer search service provided to faculty by the University of New Mexico General Library is described. Descriptors: College Faculty, College Libraries, Databases, Information Retrieval
(2009). Even! But No Longer Odd, T.H.E. Journal. With hundreds of K-12 schools routinely offering online courses, the idea of a full-time virtual school is no longer as outlandish as it once may have seemed. Thanks to giant improvements in technology and the quality of their academic instruction, most virtual schools now hold a trump card they had not possessed: credibility. "There were many questions five years ago and not enough experience with online learning in the K-12 arena," says Dawn Nordine, director of instructional technology services for Cooperative Educational Service Agency (CESA) 9 in Tomahawk, Wisconsin, who also serves as the director of Wisconsin Virtual School. "I think there was doubt as to the academic progress a student could achieve online and the quality of the experience." "There used to be a lot of the same concerns with traditional schools as well," says Susan Patrick, president and CEO of the International Association for K-12 Online Learning (iNACOL), a nonprofit group, and former director of the Office of Educational Technology at the US Department of Education. Whatever skepticism lingers is being put to rest by early research that affirms the value of online instruction–and the value of the students receiving it. "All of the preliminary data," Patrick says, "shows that virtual school students are equal to or better than students in traditional schools." "As with many innovations, it has taken some time for best practices to emerge and quality-assurance mechanisms to be put in place," Timothy Snyder, executive director of Innovative Digital Education and Learning-New Mexico (IDEAL-NM), a public education program, says, "Those practices and mechanisms are now largely in place." And they have made all the difference to the value and rigor of online instruction, Snyder believes. "The look, feel, and overall quality of today's online courses are far beyond those that existed even five years ago." Even as entrenched as virtual schools have become, Patrick says some old biases remain. "There are still people in leadership positions in education who say, 'I don't understand how students can be successful when they don't have a teacher teaching them.' There "is" a teacher teaching them–a faculty member who is trained to teach online who is teaching the child in a new way. There are not people who are actively against online learning. They just don't know what it is." [More] Descriptors: Traditional Schools, Elementary Secondary Education, Academic Achievement, Online Courses
(1979). An Apache Indian Leader of Today. Photograph and short description of Wendell Chino, leader and spokesman of the Mescalero Apache Indian Nation of New Mexico. [More] Descriptors: Adults, American Indian Reservations, American Indians, Biographies