Bibliography: New Mexico (page 043 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Forum for Youth Investment, Maria Estela Brisk, Marcy P. Osgood, Charles Bruner, California Postsecondary Education Commission, FRED MARTIN BEARD, Robert Stillwell, Ellen Osmundson, Rena Oyengue-Salazar, and Kim Orr.

Ashford, Ellie (2005). The Fight over Screening Students to Prevent Suicide, Education Digest: Essential Readings Condensed for Quick Review. An article by Ellie Ashford condensed from School Board News (Jun 28, 2005) is presented in this article. Proponents of mental health screening point to stories to illustrate the benefits of screening seemingly healthy teenagers. Yet, opposition to mental health screening is growing, with one school health expert calling it "as controversial as sex education." Among the anti-screening groups are the Church of Scientology, which is opposed to psychiatry and psychotropic drugs, and Christian conservative groups, who oppose governmental usurpation of parental authority and view screening as a plot by pharmaceutical companies to expand their markets to schoolchildren. Pressure by anti-screening forces has led New Mexico to pass a law prohibiting mental health screening in schools. Similar legislation has been proposed in nine other states, the National Mental Health Association reports. Screening's supporters liken it to health services already in schools, like vaccinations and vision/hearing tests. They call it an important tool in promoting mental health and preventing suicide.   [More]  Descriptors: Screening Tests, Student Behavior, Suicide, Prevention

Cavanagh, Sean (2005). Math: The Not-So-Universal Language, Education Week. While math has long been regarded as a universal language because of its foundation in numbers, the subject poses nearly as many hurdles for students with limited English as lessons that rely more heavily on reading, many educators say. Malinda Evans spends about an hour and a half each day teaching mathematics to her 5th graders at Navajo Elementary School in the working-class South Valley neighborhood of Albuquerque, New Mexico. Whether the topic is basic division, geometry, or word problems, it is invariably also a lesson in the English language, which vexes many of her pupils more than any single equation ever could. Spanish is the first language for more than half of Ms. Evans' students. As she and other teachers working with similar students have come to understand, translating the arcane terminology of math for English-language learners can be daunting. This article discusses the "call for commitment" that a number of influential math organizations have proposed to help English-language learners. The National Council of Teachers of Mathematics, for example, organized its annual meeting around the issue of diversity, particularly as it relates to improving the skills of poor, minority, and other students who may be disadvantaged.   [More]  Descriptors: Grade 5, Mathematics Instruction, Mathematical Logic, English (Second Language)

Stuart, Tracy C. (1977). A Comparison of High School and College Chemistry Course in New Mexico, Journal of Chemical Education. Presents results of a survey of New Mexico colleges and secondary schools rating expectations of graduates of secondary level chemistry courses.   [More]  Descriptors: Chemistry, College Science, Curriculum, Educational Research

Megert, Diann Ackerman (2005). The Relationship between High School Math Courses, High School GPA, and Retention of Honors Scholarships, Journal of Student Financial Aid. This research examined the high school transcripts of honors scholarship recipients to identify a better criterion for awarding scholarships than high school grade point average (GPA) alone. Specifically, this study compared the honors scholarship retention rate when the scholarship was awarded based on completed advanced high school math classes to the retention rate when the scholarship was based solely on GPA. The research, conducted at a community college in New Mexico, used a calculated MathScore variable and a dichotomous HighMath variable. The HighMath variable was counted if the student completed a class in trigonometry, pre-calculus, or calculus. The results indicated that awarding the scholarship based on grades earned in high school math classes would not increase retention rates. However, the retention rate was 10% higher if the scholarships were awarded based on a high GPA and on completing an advanced math class than when scholarships were based on GPA alone. While using this combination of advanced math and high GPA might limit access to scholarship funds, access to scholarships cannot be the sole consideration. Students' success in retaining scholarships and remaining in college is paramount.   [More]   [More]  Descriptors: High School Students, Honors Curriculum, Grade Point Average, High Achievement

Orr, Kim (2005). Playing Every Position, Principal Leadership. When a new principal was hired at Gallup Junior High School in northwest New Mexico, he saw redesigning the administrative team as an important opportunity to develop leadership skills in his assistants and groom them for eventual advancement. His changes also provide cross training, so no single individual controls an essential function of the school. Finally, his plan gives him a chance to meet with students; get out into the classrooms; and perform all his old duties, such as meeting with parents, managing the budget, and developing community partnerships. Gallup has four major functions that tie up most of the administrators' time: discipline; IEPs and similar meetings; teacher supervision; and walk-ins to the office by students, parents, and teachers. Rather than having each administrator attempt to schedule their week to fit in all of these functions, the principal created a rotating system. The system changes administrators' roles on a weekly basis and gives all administrators diverse experience. Each administrator spends a week on discipline, followed by office issues, special education, and classroom visits. The system has allowed a new administrator to get a well-rounded experience and kept experienced principals from burning out.   [More]  Descriptors: Foreign Countries, Leadership Qualities, Teacher Supervision, Discipline

Bruner, Charles (2005). Early Learning Left Out: Closing the Investment Gap for America's Youngest Children. 2nd Edition, Voices for America's Children. First, this report examines the level of public investment (from federal, state, and local school district sources) in children's growth and development by child age. It builds upon an earlier twelve-state report by examining public investment in nine additional states and the District of Columbia. This part describes overall per child investments in education and development. Next, the report summarizes the research literature on what has been proven effective in improving children's education and development in the early years of life. Then, the report estimates what it would mean to make investments in these evidenced-based programs to reach the young children who would benefit from them. The report concludes with a discussion of the implications for making such investments, drawing again from a growing body of economic studies on the cost benefits of such investments. (Contains 45 endnotes and 4 graphic charts.) [This report was also produced by Voices for America's Children, in partnership with DC Action for Children; Mississippi Forum on Children & Families; New Mexico Voices for Children; Center for Community Solutions; Oklahoma Partnership for School Readiness; Texans Care For Children; and Voices for Virginia's Children. It was also written with support from Debbie Stein, Voices for America's Children, and the state and DC organization contributors.]   [More]   [More]  Descriptors: Economic Impact, Child Development, Early Intervention, Young Children

Oyengue-Salazar, Rena; Vigil, Priscilla (1986). New Mexico Indian Education Directory, 1986-1987. A comprehensive list of officials and programs with responsibility for all levels of Indian education in New Mexico is provided in this directory. Names, titles, addresses, and phone numbers are provided. Information is listed under the following headings: New Mexico State Board of Education, New Mexico State Department of Education/Indian School Districts, Reservation Officials, Pueblo Governors, New Mexico Tribal Education Offices, Tribal Scholarship Programs and Native American Higher Education Programs, Title IV Indian Education Coordinators, Title VII/ESEA Bilingual Directors, Johnson O'Malley Directors, Private Schools with Indian Student Enrollment, Bureau of Indian Affairs/Albuquerque Area, Bureau of Indian Affairs/Navajo Area.   [More]  Descriptors: Administrators, American Indian Education, American Indian Reservations, Coordinators

BEARD, FRED MARTIN (1967). PUBLIC SCHOOL FINANCE ANNOTATED BIBLIOGRAPHY, WITH PARTICULAR EMPHASIS ON NEW MEXICO. THIS ANNOTATED BIBLIOGRAPHY WAS DEVELOPED FROM MATERIALS FOUND AT THE FOLLOWING SOURCES–EASTERN NEW MEXICO UNIVERSITY LIBRARY, PRIVATE LIBRARIES, NEW MEXICO STATE DEPARTMENT OF EDUCATION, AND ORGANIZATIONS INTERESTED IN NEW MEXICO SCHOOL FINANCE. THE 83 ENTRIES, WHICH RANGE IN DATE FROM 1922 TO 1967, INCLUDE BOOKS, PAMPHLETS, PERIODICAL ARTICLES, AND RESEARCH REPORTS. THEY COVER BOTH THE GENERAL AREA OF PUBLIC SCHOOL FINANCE AND THE SPECIALIZED AREA OF NEW MEXICO PUBLIC SCHOOL FINANCE. THE AUTHORS NOTE THAT THIS IS NOT A COMPLETE BIBLIOGRAPHY IN THE AREA, BUT EXPRESS THE HOPE THAT OTHERS WILL GO ON FROM THIS POINT.   [More]  Descriptors: Annotated Bibliographies, Educational Finance, Financial Problems, Financial Support

Osgood, Marcy P.; Mitchell, Steve M.; Anderson, William L. (2005). Teachers as Learners in a Cooperative Learning Biochemistry Class, Biochemistry and Molecular Biology Education. Upper level college students majoring in biochemistry at the University of New Mexico have the opportunity to participate in an advanced biochemistry course entitled "Biochemistry Education." This course introduces theories of teaching and learning, provides opportunities for participation in course organization, design, and assessment strategies, and requires practice in lecturing, exam writing, and grading. One component of this course required the biochemistry majors to act as educational assistants, leading problem-based learning sessions in a cooperative learning introductory survey biochemistry course for nonmajors. Problem-based learning scenarios used in this course were based on real-life biochemistry problems. As a result of their participation, the educational assistants increased their understanding of the biochemistry principles, gained an appreciation for the difficulty of the job of a "good teacher," developed new approaches to their own learning, and became more confident speakers. The participating biochemistry faculty were also positively affected by the collaborative approach they were attempting to model for the two sets of students and realized the benefits of truly cooperative team teaching.   [More]  Descriptors: Majors (Students), Educational Change, Course Organization, Team Teaching

Brisk, Maria Estela (1974). A Preliminary Study of the Syntax of Five-Year-Old Spanish Speakers of New Mexico, International Journal of the Sociology of Language. Spanish-speaking children of Northern New Mexico exhibit varying degrees of interference and integration of English in their speech.   [More]  Descriptors: Bilingual Education, Bilingual Students, Child Language, Interference (Language)

Osmundson, Ellen; Herman, Joan (2005). Math and Science Academy: Year 4 Evaluation Report. CSE Technical Report 648, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). This evaluation report summarizes Year 4 of the Math and Science Academy (MSA), an initiative of the Northern New Mexico Council on Excellence in Education (NNMCEE). The report begins with an overview of the project and its objectives, and then outlines the research questions and methods used to carry out the evaluation. Findings from the Year 4 evaluation are presented next; the report concludes with recommendations and refinements for future years of MSA. Years 1, 2, and 3 of the UCLA/CRESST evaluation of the MSA project were designed to describe how the program was implemented, to assess program effects and to generate recommendations for the improvement and enhancement of the project. Year 4 of the MSA evaluation paralleled the same research questions as Years 1 – 3 of the project, and was expanded to include a number of different features designed to further strengthen the project and gauge project impact as MSA expanded to elementary schools. The following research issues were examined: (1) How did the MSA program evolve? (2) What was the effect of MSA on teaching and learning? (3) How can the program be refined and sustained? (4) How can the program to be refined to better support and enhance teacher professional development, administrative leadership, and student learning and achievement?   [More]  Descriptors: Program Effectiveness, Excellence in Education, Teacher Collaboration, Educational Objectives

Forum for Youth Investment (2005). Revisiting Risk in the 21st Century. Forum Focus. Volume 3, Issue 1, January-February 2005. Over the past year, dozens of articles have been published about excessive youth borrowing and spending (leading to high amounts of debt), new reactions to negative body image (such as plastic surgery), as well as more familiar risks like premarital sex and smoking. In Forum Focus: Revisiting Risk in the 21st Century, we explore these challenges and suggest that these "new risks" be incorporated into the prevention dialogue. In "Research Update," we delve into the prevalence and potential impact of a range of risks. In "On the Ground," we examine three innovative programs in California, New York and Tennessee. In "Voices From the Field," we interview two national experts studying this issue, Bob McCannon, executive director of the New Mexico Media Literacy Project and Juliet Schor, author of the best-selling book Born to Buy. A list of 29 key resources is provided. [Contributing writers for this issue included: Nicole Yohalem; and Kalisha Davis.]   [More]  Descriptors: Risk, Prevention, Self Concept, Money Management

Stillwell, Robert; Hoffman, Lee (2008). Public School Graduates and Dropouts from the Common Core of Data: School Year 2005-06. First Look. NCES 2008-353, National Center for Education Statistics. This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools in school year 2005-06. The counts of graduates, dropouts, and enrollments by grade (which serve as the denominators for the graduation and dropout rates) are from the Common Core of Data (CCD) non-fiscal surveys of public elementary/secondary education. The data for this collection were reported to the National Center for Education Statistics (NCES) through the U. S. Department of Education's "EDFacts" data collection system by state education agencies (SEAs). These data represent high school graduates receiving regular diplomas for the 2005-06 school year and dropouts from the 2005-06 school year. The report includes counts of high school graduates for school year 2005-06 for 48 states, American Samoa, the Commonwealth of the Northern Marianas Islands, and Puerto Rico. High school graduation data were suppressed for the District of Columbia because in the data submitted the number of diplomas awarded exceeded the number of students in twelfth grade. Data for high school graduates were missing from CCD reports for Pennsylvania, South Carolina, the Bureau of Indian Education, the Department of Defense domestic and overseas dependents schools, Guam, and the U.S. Virgin Islands. This report includes 2005-06 school year dropout data for 49 states and 4 other jurisdictions. Dropout data were missing for charter schools in the District of Columbia, and the data therefore have been suppressed in this report. The extent of missing data resulted in some suppression of dropout counts from Vermont. South Carolina, the Bureau of Indian Education, the Department of Defense domestic and overseas dependents schools, and Guam did not report dropouts. Selected findings include: (1) Across the 48 reporting states, a total of 2,649,001 public school students received a high school diploma in 2005-06, resulting in an averaged freshman graduation rate (AFGR) of 73.4 percent, ranging from 55.8 percent to 87.5 percent in Wisconsin; (2) Comparisons of data from 2002-03 through 2005-06 show that the AFGR increased consistently over these 4 years for a total gain of 4 percentage points or more in Hawaii, Kentucky, New Mexico, New York and Tennessee; (3) There were more than 579,000 dropouts from high school (grades 9 through 12) among 48 reporting states in 2005-06, an overall event dropout rate of 4.0 percent, ranging from 1.6 to 8.9 percent in Alabama; (4) High school event dropout rates among the reporting states were highest for American Indian/Alaska Native students (7.4 percent) and lowest for Asian/Pacific Islander students; (5) Among the 48 states for which comparisons between 2002-03 and 2005-06 could be made, the event dropout rate increased for 27 states and decreased for the remaining 21; (6) Urbanicity was associated with differences in graduation and dropout rates across the four US regions; and (7) School district size was associated with differences in graduation and dropout rates. Methodology and Technical Notes are appended.   [More]  Descriptors: Public Education, High Schools, Graduation Rate, High School Graduates

California Postsecondary Education Commission (2005). Resident Undergraduate Charges at California's Public Colleges and Universities. Factsheet 05-01. California charges its own residents less to attend its public colleges and universities than it charges nonresidents. All three of California's public postsecondary education segments charge resident students a systemwide enrollment fee. In addition, the California State University and the University of California also charge students mandatory, campus-based fees. These campus-based fees help support student services such as counseling, student union activities, student government, and recreation. California has sought to avoid charging resident students for the direct cost of instruction, which it charges as "tuition" to nonresident students. For the 2004-05 academic year, the California Community Colleges charged resident students $26 per credit unit–an increase from $18 per credit unit assessed in 2003-04. In 2004-05, a full-time California Community College student enrolled in 15 units per term paid $780 in mandatory statewide enrollment fees. This amount is lower than the fees charged by any other state in the nation. The state with the next lowest community college charges is New Mexico, which charges its full-time students $896 per year–nearly 15% more than the current California Community College fee level. In 2004-05, the average amount charged to a full-time resident community college students nationally was $2,324–nearly three times the amount charged by California's community colleges.   [More]  Descriptors: Public Colleges, Out of State Students, Student Costs, In State Students

Progressive Architecture (1978). From the Ridiculous to the Sublime: New Mexico Union, University of New Mexico. The renovation of the student union at the University of New Mexico involved heavy user participation to clarify students' needs.   [More]  Descriptors: Facility Improvement, Higher Education, Interior Design, Pedestrian Traffic

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