Bibliography: New Mexico (page 041 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include James McBride, Richard S. Kitchen, Diane Torres Velasquez, Santa Fe. New Mexico Association of Community Colleges, Laurie Mellas, Daphne Northrop, Jim Steinhauser, John Myers, Stephanie M. Allais, and Keith McNeil.

Fleming, William (2003). Volunteer Watershed Health Monitoring by Local Stakeholders: New Mexico Watershed Watch, Journal of Environmental Education. Volunteers monitor watershed health in more than 700 programs in the US, involving over 400,000 local stakeholders. New Mexico Watershed Watch is a student-based watershed monitoring program sponsored by the state's Department of Game and Fish which provides high school teachers and students with instruction on methods for water quality monitoring, riparian habitat evaluation and watershed planning. Schools monitor small watersheds, assessing watershed health and water quality with an interdisciplinary approach that identifies impacts of land use. Students learn scientifically credible field methodologies to create long term databases on watershed health for use by state and federal agencies. Maps of land use, land ownership, soil stability, topography and human impacts are used in an overlay format to identify priority problem areas. Watershed plans are formulated to improve water quality and restore degraded riparian and upland sites.   [More]  Descriptors: Teaching Methods, Public Agencies, Interdisciplinary Approach, Water Quality

Biggs, Bonnie (2000). Tribal Libraries: And Still They Rise, MultiCultural Review. Studied tribal libraries through visits to libraries in Oklahoma, New Mexico, and Arizona. Tribal libraries serve as key information centers for the tribe's sovereign nation, and are almost always the education center of the community. However, they get minimal federal support, and few states enjoy a functional working relationship with them. Descriptors: American Indians, Community Programs, Financial Support, Information Dissemination

Henkel, David (1998). Planning Communities: Citizens in Two Border Towns Learn To Plan Their Own Initiatives, Quantum: Research & Scholarship. The University of New Mexico's Community and Regional Planning Program worked with two border towns that share water resources–Columbus (New Mexico) and Puerto Palomas (Chihuahua, Mexico)–to help them prepare a community comprehensive plan needed for water-project funding. The program conducted action research involving local schools and people and it trained community members to do the planning themselves. Descriptors: Action Research, Community Development, Community Education, Community Planning

Allais, Stephanie M. (2011). The Impact and Implementation of National Qualifications Frameworks: A Comparison of 16 Countries, Journal of Education and Work. This article provides some of the key findings of a comparative study commissioned by the International Labour Organization (ILO), which attempted to understand more about the impact and implementation of national qualifications frameworks (NQFs). Sixteen case studies were produced, on qualifications frameworks in Australia; Bangladesh; Botswana; Chile; England, Northern Ireland and Wales; Lithuania; Malaysia; Mauritius; Mexico; New Zealand; Russia; Scotland; Sri Lanka; South Africa; Tunisia; and Turkey. This is the first international study in which detailed case studies have been produced to attempt to understand how NQFs are being implemented around the world, and what their impact has been. In asking these questions and examining them through actual country experience, this study made an important contribution to an under-researched but increasingly important policy area. Countries had different understandings of what a qualifications framework is. Clearly, frameworks are more than the collections of qualifications on paper, and include systems, institutions and relationships between institutions. In the full research report an attempt is made to analyse three main types of frameworks which seem to emerge. This, though, is very much a work-in-progress, as qualifications frameworks are still under development in most of the countries. This article focuses instead on what was achieved in the various countries, as well as some of the tensions and difficulties with implementation that were discovered.   [More]  Descriptors: Program Effectiveness, Alignment (Education), Foreign Countries, Comparative Analysis

McNeil, Keith; Steinhauser, Jim; Newman, Isadore (2002). Teaching Program Evaluation on Interactive Television. This paper describes a five-session course entitled "Program Evaluation," which was taught via interactive television in the summer of 2002 to 68 doctoral and master's students in 5 of 6 locations throughout New Mexico. Students received a 4-hour lecture and then participated in off-line activities directed by the instructor. Problems in distance education delivery and some recommended solutions are provided. These include technical delivery problems related to the interactive television medium. Six appendixes contain supplemental information about the course, including some examples of student projects.   [More]  Descriptors: Course Descriptions, Delivery Systems, Distance Education, Higher Education

Kitchen, Richard S.; Velasquez, Diane Torres; Myers, John (2000). Dropouts in New Mexico: Native American and Hispanic Students Speak Out. This paper provides an overview of dropout rates in New Mexico and reports the perceptions of Hispanic and Native American students on dropout-related issues. New Mexico has the third highest dropout rate in the nation. Over 7,500 students in New Mexico drop out each year, and many schools lose 30-50 percent of their students. Dropout rates are particularly alarming for Hispanics, African Americans, and Native Americans. In every ethnic group, males are more likely to drop out than females. Data tables present 1995-96 dropout rates for grades 9-12 by year, ethnic group, and gender and for grades 7-8 by ethnic group. A short literature review discusses the high national Hispanic dropout rate, regardless of socioeconomic class, immigrant status, or home language; the role of cultural discontinuity and racism in the high Native American dropout rate; the influence of poverty and social inequities on dropout rates; and evidence that school-related reasons contribute most to student decisions to drop out. Interviews with Hispanic and Native American students and parents at three New Mexico middle schools revealed some common themes: that teachers were uncaring, biased against students' cultures, and insensitive to students' difficulties at home; that school felt like a prison; and that friends, parents, extracurricular activities, and hands-on learning motivated students to stay in school. Effective dropout prevention strategies are described relating to teacher professional development, teacher support networks, the school environment, educational policy, community involvement, and research. An appendix briefly summarizes 30 dropout prevention programs in New Mexico. (Contains 40 references.)   [More]  Descriptors: American Indian Students, Dropout Prevention, Dropout Rate, Dropouts

New Mexico Association of Community Colleges, Santa Fe. (2001). Meeting Our Missions–NMACC Report, 2001. This paper addresses the shared mission of the 19 New Mexico branch and independent community colleges for 2001. Their common mission is to improve the life and employability of the citizens by serving as the primary provider of the following postsecondary programs, training, and services: (1) certificates, and technical, vocational, and associates degrees; (2) credit hours that will transfer to a four-year institution; (3) adult education, remedial, and lifelong learning opportunities; (4) workforce training and development of short-term customized training; (5) community services and community development support; and (6) opportunities that add to the quality of life in the communities served. In 1994, community colleges enrolled more than 50% of all credit postsecondary students in New Mexico. Since that time, community college enrollment has increased to a 53.5% share of total enrollment. Enrollments grew about 8% between fall 1998 and fall 2001. In addition, 74% of all freshmen and sophomores in New Mexico higher education attend community colleges. Other relevant statistics in the report include: (1) the average age of community college students is 31.8; (2) 68% of students are enrolled part-time; and (3) 60% of students are female; (4) 56% of students are ethnic minorities, up to 55% are academically disadvantaged, and up to 61% are economically disadvantaged (ranges vary according to college).   [More]  Descriptors: Access to Education, Adult Basic Education, College Role, Community Colleges

Roybal, Valerie (1998). Expanded Vision: Tamarind Institute Goes beyond the Education of Printers, to the Education of the Community, Quantum: Research & Scholarship. Tamarind Institute, a center for fine art lithography in Albuquerque, trains master printers from around the world, but also reaches out to work with Hispanic and Native American artists from New Mexico, to introduce young children and high school students to lithography, and to bring together indigenous people from South Africa and New Mexico's pueblos to share their stories and art. Descriptors: American Indian Culture, American Indians, Art Education, Artists

Stafford-Levy, Michele; Wilburg, Karin M. (2000). Multicultural Technology Integration: The Winds of Change Amid the Sands of Time, Computers in the Schools. This case study describes how a high school language arts teacher in a poor border community in southern New Mexico combined technology-based teaching strategies with multicultural elements to ensure learning and equitable access to technology for her minority students. Discusses bilingual and bicultural students, constructivist classrooms, and instructional flexibility. Descriptors: Biculturalism, Bilingual Students, Case Studies, Constructivism (Learning)

Carey, J. Christopher (2000). Integrating Prevention into Obstetrics/Gynecology, Academic Medicine. Discusses formats to teach preventive medicine in obstetrics and gynecology (including learning objectives, lectures/seminars, and rounds/office practice) and evaluation methods (oral examinations, computerized question banks, objective structured clinical examinations). Offers examples from specific programs at American medical schools, including the universities of Alabama, Oklahoma, and New Mexico. Descriptors: Gynecology, Higher Education, Integrated Curriculum, Medical Education

Mellas, Laurie (1998). Life's Lessons Learned, and Taught: College of Education Initiative Fosters Lively Science and Math Teaching Grounded in Life Experiences, Quantum: Research & Scholarship. Funded by Lockheed Martin, the University of New Mexico College of Education conducts three-week summer science academies for elementary school teachers of populations underrepresented in science and math. Native American teachers and Hispanic teachers whose families have lived in New Mexico for generations learn to use their own local knowledge to construct experiential science lessons for their students. Descriptors: American Indians, Elementary School Teachers, Environmental Education, Experiential Learning

Peshkin, Alan (2000). The Nature of Interpretation in Qualitative Research, Educational Researcher. Addresses the process of interpretation from a study of the academic achievements of Native American high school students in New Mexico, illuminating the relationship of researcher subjectivity to the many decision points that each process of interpretation embodies. The article also contains a counterpoint of problematics that reveals where alternative interpretive decisions could have been made. Descriptors: Academic Achievement, American Indian Culture, American Indian Education, American Indians

McBride, James; Reed, Judy (2002). The Battle of Glorieta Pass: A Shattered Dream. Teaching with Historic Places. Henry Hopkins Sibley shared his nation's destiny of spanning the American continent from the Atlantic to the Pacific. Sibley's nation was the Confederate States of America, and Confederate President Jefferson Davis shared Sibley's vision of southern manifest destiny. President Davis authorized Sibley to raise volunteers for the Confederate Army of New Mexico, since Sibley's object was to conquer New Mexico and go on to Colorado and California. But the Confederate troops encountered major obstacles they had not foreseen, including cold weather and dry landscape, a distrustful Hispanic population, Apache warriors, and a determined, quickly assembled Union volunteer force. In Glorieta Pass (New Mexico), on March 28, 1862, the dream of a Confederate Western Empire ended. This lesson plan contains eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Southwest United States in 1862); (5) "Determining the Facts: Readings" (Gettysburg of the West; A Soldier's Experience; Reports of the Battle of Glorieta Pass); (6) "Visual Evidence: Images" (Battles of Apache Canyon and Glorieta Pass; Fight at Pigeon's Ranch; Pigeon's Ranch, 1880; Glorieta Pass Battlefield Today); (7) "Putting It All Together: Activities" (Consider Life as a Soldier; Impact of the Confederate Invasion; War Memorials in the Local Community); and (8) "Supplementary Resources." The lesson can be used in U.S. history, social studies, and geography courses in units on westward expansion and the U.S. Civil War.   [More]  Descriptors: Civil War (United States), Heritage Education, Historic Sites, History Instruction

French, Laurence Armand; Rodriguez, Richard F. (1998). Identification of Potential Aggressive Behavior in Rural At-Risk Minority Youth: A Community Response, Rural Special Education Quarterly. New Mexico ranks high in youth violence, substance abuse, poverty, teen pregnancies, and school dropout rates. In response, Western New Mexico University developed a special master's program in bilingual special education, attended primarily by minority-group school personnel, and implemented a program to address the cycle of poverty by training undereducated rural Mexican American women. (Contains 31 references.) Descriptors: Adult Education, American Indians, At Risk Persons, Bilingual Education

Marx, Eva; Northrop, Daphne (2000). Partnerships To Keep Students Healthy, Educational Leadership. A 1987 model for a coordinated school health program included a healthy environment, comprehensive health education, physical education, health and nutrition services, counseling, staff health promotion, and family and community involvement. Effective programs in two low-resource areas–Providence, Rhode Island, and Animas, New Mexico–are described. Descriptors: Community Support, Counseling, Elementary Education, Health Education

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