This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Anna Wilder, Vickie Galindo, La Confluencia, Chantel Reynolds, Leona M. Zastrow, Santa Fe. Assessment and Evaluation Unit. New Mexico State Dept. of Education, Thomasina Hannum, Daniel B. Berch, Teresa M. Higgins, and Virginia Lee Ebbert.
(1970). Visual Orientation in Children's Discrimination Learning Under Constant, Variable, and Covariable Delay of Reinforcement, J Exp Child Psychol. This article is based upon a dissertation submitted to the University of New Mexico in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Descriptors: Discrimination Learning, Reinforcement, Scheduling, Space Orientation
(1974). A Compilation of Laws Relating to Education–1974. This unofficial compilation contains all of the New Mexico State laws relating to education which were passed during the 1974 legislative session. [More] Descriptors: Educational Finance, Educational Legislation, Fringe Benefits, Public Schools
(2002). Evaluation Report of the Native American Consortium for Educational and Assistive Technologies for Indian Children Living on the Acoma and Laguna Pueblos. The New Mexico State Department of Education received a federal grant to provide educational and assistive technology for American Indian children living in the Pueblos of Laguna and Acoma, New Mexico. During the 2-year project, more than 229 assistive technology items were purchased, and some form of assistive technology was provided to 121 children aged 3-22. The goal of establishing a working educational and assistive technology loan program for children aged birth to 2 was not implemented because two other nonprofit organizations were already providing this service. Two objectives of establishing a working educational and assistive technology loan program for youth aged 3-21 and 18-21, were implemented 90 and 80 percent, respectively. The objective of identifying alternative funding sources was 75 percent implemented. Two objectives were implemented 100 percent: developing culturally appropriate awareness information and resources about the project, and developing support documents about project activities and outcomes for a diverse audience and making them available through Web sites, presentations, and publications. Program weaknesses included a lack of inclusion of the pueblos in planning and writing the project, poor communication with Laguna concerning supervision and reporting, insufficient decision-making authority by the Native American consortium, the lack of a needs assessment of assistive technology, and understaffing. Appendices present program materials and a case study. [More] Descriptors: Agency Cooperation, American Indian Education, Assistive Technology, Cultural Awareness
(2002). STEPS: Moving from Welfare to Work. Cooperative extension service faculty at New Mexico State University started the Steps to Employment and Personal Success (STEPS) program to help Temporary Assistance for Needy Families (TANF) clients qualify for and maintain full-time employment and strengthen their families for long-term success. Clients are referred to STEPS by New Mexico Works. Approximately 65% of STEPS' clients are Hispanic, and 41% lack a high school diploma or its equivalent. STEPS' goals include improving participants' awareness and knowledge of requirements of the evolving workplace and helping them develop and/or improve their job search skills. Participants also receive training in family management skills, including setting financial goals, budgeting, cutting costs, using credit wisely, reducing debt, and saving and investing. To strengthen families, STEPS includes nutrition education and parenting classes. Through the program, participants also develop a network of social support that links families to community resources. STEPS features a rolling admittance policy and provides several experiential learning activities, including family outings for participants' children and field trips to the local community college. Classes meet 7 hours per day. Since July 1, 2001, 323 TANF recipients have been referred to STEPS. Many former STEPS participants credit the program with giving them direction in their lives, and 24% of them have subsequently enrolled in some type of further education. [More] Descriptors: Adjustment (to Environment), Adult Education, Client Characteristics (Human Services), Community Resources
(2003). Out of Class Testing: A Student Success Collaboration, Journal of Applied Research in the Community College. The issue of student success is a common concern in the typical community college, and no less so at Santa Fe Community College (SFCC) in New Mexico. As a result of a comprehensive program review of student success rates in mathematics, the Mathematics Departments in the Divisions of Arts and Sciences and Developmental Studies collaborated on significant changes to the SFCC mathematics programs. The most significant outcomes of the program review included the development of a pre- and post-test assessment of math skills and a shift to out-of-class testing for the math class with the lowest success rate. The pre/post test study provided an alternative assessment which confirmed that there was learning taking place in Math 102. [More] Descriptors: Community Colleges, Alternative Assessment, Testing, Comprehensive Programs
(2006). Acid Thunder: Acid Rain and Ancient Mesoamerica, Social Studies. Much of Mesoamerica's rich cultural heritage is slowly eroding because of acid rain. Just as water dissolves an Alka-Seltzer tablet, acid rain erodes the limestone surfaces of Mexican archaeological sites at a rate of about one-half millimeter per century (Bravo et al. 2003). A half-millimeter may not seem like much, but at this pace, a few centuries of acid rain is sufficient to destroy paintings, frescoes, and other fine detail in ancient art and architecture. This article describes an interdisciplinary educational supplement designed for middle-and high-school classrooms called "Acid Thunder: Saving El Tajin from Acid Rain." This supplement came about as a result of research conducted by the University of Wisconsin-Milwaukee in collaboration with the National Autonomous University of New Mexico (UNAM). The supplement is in the form of a Webquest, an inquiry-oriented exercise focusing on analysis, synthesis, and evaluation, for which the Internet is the primary information source. "Acid Thunder" is two-week activity that follows the work of a group of UNAM scientists who are researching many aspects of acid rain, including chemistry; meteorology; effects on plants, animals and materials; and measurement. "Acid Thunder focuses on the El Tajin archaeological zone, an important monument site in the state of Veracruz, Mexico. The Webquest is designed as an interdisciplinary unit to facilitate standards-based, active exploration in science and social studies. With "Acid Thunder", teachers have the significant opportunities to integrate topics in science and social studies and can offer students a stimulating experience likewise students can research features of an ancient Mesoamerican culture and compare it with other pre-Hispanic civilizations like the Mayas or Aztecs. In addition, this Webquest serves the important function of demonstrating to students how classroom walls are no longer a boundary for classroom-based activities. [More] Descriptors: Pollution, Historic Sites, Interdisciplinary Approach, Web Sites
(2003). A Portfolio Approach to Youth Policy. Forum Focus. Volume 1, Issue 3, November 2003, Forum for Youth Investment. In this issue of Forum Focus, we focus on what researchers and policy makers are doing to help governments take stock of their efforts to make sure that every young person is "Ready by 21"–ready for work, ready for college, ready for life. "Research Update" reviews efforts to establish a coherent set of youth development outcomes and indicators, create lists of program outcomes that can be used across systems and sectors, and assess program performance. "On the Ground" features the results-based accountability work that is underway in San Francisco. "Voices From the Fields" concludes with an interview with Diane Denish, Lieutenant Governor of New Mexico, who is providing leadership to the state's newly-formed Children's Cabinet. [More] Descriptors: Accountability, Youth Programs, Budgets, Resource Allocation
(1977). Mexican Americans: History. Brief accounts of Mexican American life are presented in terms of six historical works on Mexican American settlements in California, Texas and New Mexico. Descriptors: Culture Conflict, Economic Factors, History, Labor Force
(1975). The Cultural Roots of Art Education: A Report and Some Models, Art Education. This article presented a report of an Art Education Association miniconference on culture and art education held in Taos, New Mexico. Descriptors: American Indian Culture, Art Education, Art Teachers, Conference Reports
(2003). Follow-Up Study of Schools Implementing Comprehensive School Reform in the Southwest. Evaluation Report. Comprehensive School Reform (CSR) programs were implemented in 1998 in five states working with the Southwest Educational Development Laboratory (SEDL). SEDL's five-state region includes Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. This study examined the implementation status of CSR programs since funding ended. Two hundred and sixty-eight surveys were distributed to schools that received CSR funding. In addition, on-site visits were conducted to a sample of school in each state. School and student performance, as available, was also examined. This study examines the following four aspects of the Comprehensive School Reform programs: (1) Student performance; (2) Program components still in place ; (3) Factors contributing to program continuation; and (4)Information on the model provider. Appended are: CSR Models Used in Five States; Letters of Support from State Departments of Education; Site Visit Summaries; and Surveys. (Contains 26 tables and 4 graphs.) [More] Descriptors: Case Studies, Disadvantaged Schools, Educational Change, Elementary Secondary Education
(2003). Geographic Information Technologies + Project-Based Science: A Contextualized Professional Development Approach, Journal of Geography. This study investigated the effects of using a long-duration, project-based science professional development model on the acquisition of declarative knowledge and basic terminology associated with the use of geographic information technologies (GIT), teachers' self-assessed confidence in using GIT skills, and the implementation of GIT in participants' classrooms. Results suggest that a long-duration, project-based science model was effective in teaching GIT declarative knowledge and raising teachers' self-confidence in using GIT tools. The academy was funded through a grant from the US Department of Education with additional support from Environmental Science Resources Institute (ESRI), Inc., and members of the New Mexico Geographic Information Council. [More] Descriptors: Geography, Information Technology, Teacher Education, Professional Development
(1976). Students Write. Four examples of stories written by 4th, 5th, and 6th grade students in the bilingual classes at Bernal Elementary School (New Mexico) are given. Descriptors: Bilingual Students, Creative Writing, Elementary School Students, Haiku
(1978). Attitudes of Bilingual Students toward Spanish, Hispania. A survey of 64 University of New Mexico undergraduates examined their attitudes toward the different varieties of Spanish and the use of Spanish. Descriptors: Bilingual Students, College Students, Dialects, Higher Education
(2002). Through Shared Windows: Outreach Project for Infants, Toddlers, and Children with Developmental Disabilities. Final Report. This final report describes activities and accomplishments of the Through Shared Windows (TSW) Outreach Project, a 4-year project at the University of New Mexico designed to improve services to young children with disabilities and their families. Three major outcomes were accomplished. First, a Web site was developed that focuses on observational assessment in early childhood and intervention and promotes recommended practices including innovative assessment models, processes, and resources. Second, an undergraduate and graduate course was designed and offered for 3 semesters to 55 students at the University of New Mexico. The course was based on the "Performance Competence Framework," an interdisciplinary holistic approach to assessment and intervention. The third outcome was the national dissemination of information about the "Performance Competence Framework" by a 4-week abridged online course provided to faculty members in eight states. Individual sections report on the project's scope of work, the outreach model, methodological or logistical problems and resolutions, evaluation findings, the project's impact, and future activities. Appendices include details of the TSW online course and its evaluation, details of the Early Childhood Resources Web site and its evaluation, information on faculty participation, and TSW resources including the instructors' guides for both the traditional and online course, and the TSW course outline. (Contains 45 references.) [More] Descriptors: Classroom Observation Techniques, Competency Based Education, Course Descriptions, Disabilities
(1999). Statewide Articulated Assessment System. 1997-1998 Summary Report. This summary report provides information about three of New Mexico's statewide assessments in 1997-1998. In spring 1998, the CTBS5/Terra Nova Survey Plus achievement test was administered to approximately 65,000 students in grades 4, 6, and 8 as part of the New Mexico Achievement Assessment Program. With three exceptions, the median national percentiles for students in New Mexico were slightly lower than the 50th national percentile. The New Mexico Writing Assessment Program is a direct, on-demand assessment in which all students in grades 4 and 6 participate. Although the examination is not mandated for grade 8, school districts have the option of using an eighth-grade version. Writing Assessment scores are reported for grades 4 and 6. The New Mexico High School Competency Examination is a graduation requirement that assesses competencies in writing, reading, language arts, mathematics, science, and social studies. Students take the test for the first time in grade 10. In 1998, this examination was administered to 20,157 10th graders. Results are presented for these students overall and by ethnicity and individual subtests. (Contains 13 tables and 11 figures.) [More] Descriptors: Academic Standards, Criterion Referenced Tests, Educational Testing, Elementary Secondary Education