This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Suzanne Buker, Keith W. Bird, Lynne Vernon-Feagans, Steve Amendum, Thomas K. Simpson, Washington Congress of the U.S., Santa Fe. New Mexico State Employment Service, Garrett Eckbo, Laren R. Winter, and Fernando V. Padilla.
(2003). Bridges to Opportunity for New Mexico. This document, presented in PowerPoint slide print-outs, discusses the Kentucky Community and Technical College System's role as strategic partner in Kentucky's economic and workforce development system. The KCTCS is composed of 25 colleges in sixteen geographic districts. The KCTCS has 3 main goals that it hopes to achieve by 2020: (1) access throughout the commonwealth to certificate, diploma, technical and transfer degrees; (2) training to develop a workforce with the skills to meet the needs of new and existing industries; and (3) remedial and continuing education to improve the employability of citizens. Special attention is given to the following areas and its significance to the KCTCS: (1) partnership with KERA; (2) partnership with adult education; (3) New Economy Initiative; (4) Perkins Profiling Project; (5) partnership with the WIA system; and (6) numerous certificate and licensure programs. Important elements of a successful planning process are discussed and set up as guidelines to follow for the KCTCS system. Some of these elements are a research base to guide strategic decisions, strategies that can be implemented at the community level, and guidelines for sustainability. The document concludes with the statement that "random acts of progress" lead to "best practices," which leads to strategic systems. [More] Descriptors: Community Colleges, Labor Force, Planning, School Business Relationship
(1976). The Lands of New Mexico. New Mexico, the fifth largest state, measures 390 miles from north to south and 350 miles from east to west. Six of the 7 life zones found in the U.S. are represented within the State's 77,866,240 acres. Its population has tended to congregate at altitudes of 7,000 feet and below, especially in areas where water is available. This booklet, prepared for use by schools with bilingual programs, presents information on New Mexico's past and present. The information covers: New Mexico's many environments, life zones, first inhabitants, and prehistoric agricultural communities; the Eve of the Spanish Conquest; the Apachean nomads; the State as a 17th century Spanish colony; New Mexico in the 18th and early 19th centuries; New Mexico on the Eve of Conquest by the U.S.; New Mexico as a U.S. territory (1846-1912); and New Mexico in the 20th century. A listing of 124 references is provided. The listing of New Mexico land grant claims includes such information as the: type (i.e., pueblo, individual, community, grazing, town, or originally individual later community), year, grant name, acres confirmed, acres rejected, and present ownership. [More] Descriptors: American Indians, Area Studies, Biculturalism, Bilingual Education
(1973). Mora County, New Mexico. A Report on Manpower Resources. The report of the New Mexico Smaller Communities Team under the Employment Security Commission provides manpower information on Mora County's resources. Included in this report are pertinent data on the labor force and population. Also included are the history of the county; resources; local government, schools and community services; transportation; utilities; county financial institutions; and New Mexico state tax information. [More] Descriptors: History, Labor Force, Labor Utilization, Local Government
(1975). A Professional-Cultural Exchange of Experiences in Outdoor Education, Journal of Outdoor Education. The Exchange Program between Southwestern Oklahoma State University (Weatherford, Oklahoma) and the College of Santa Fe (New Mexico) is described. [More] Descriptors: College Programs, Cultural Exchange, Exchange Programs, Institutional Cooperation
(1978). Campus Landscape Keeps Pace with Change, American School and University. A landscape architect describes his 15-year association with the University of New Mexico and how its campus developed. [More] Descriptors: Campus Planning, Higher Education, Landscaping, Master Plans
(1973). Rio Arriba County, New Mexico. A Report on Manpower Resources. The report of the New Mexico Smaller Communities Team under the Employment Security Commission provides manpower information on Rio Arriba County's resources. Included in this report are pertinent data on the labor force and population. Also included are the history of the county; resources; local government, schools and community services; transportation; utilities; county finanical institutions; and New Mexico State tax information. [More] Descriptors: History, Labor Force, Labor Utilization, Local Government
(1999). Educational Technology. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Sixth Congress, First Session, on Examining Legislation Authorizing Funds for the Elementary Secondary Education Act, Focusing on Education Technology Programs. This hearing before the Senate Committee on Health, Education, Labor, and Pensions on examining legislation authorizing funds for the Elementary Secondary Education Act, focusing on educational technology programs, contains statements by: James M Jeffords, Chairman, Committee on Health, Education, Labor, and Pensions; Barbara Means, Assistant Director, Center for Technology in Learning, SRI International, Menlo Park, California; Phil Hyjek, School Information Technology Specialist, Vermont Institute for Science, Math, and Technology, Waterbury Center; Patty Murray, Senator from Washington State; Jeff Bingaman, Senator from New Mexico; Ervin Duggan, President, Public Broadcasting Service (PBS), Alexandria, Virginia; Daniel Hogan, participant, PBS Mathline Program, Cincinnati, Ohio; Inabeth Miller, President, the Jason Foundation for Education, Waltham, Massachusetts, accompanied by Georgene Lytle, third grade teacher, Wooster, Ohio; Michael Pitroff, Project Director, Baltimore Learning Community, Baltimore, Maryland; and Carmen Gonzales, Director, Regional Educational Technology Assistance Project, New Mexico State University, Las Cruces, New Mexico. [More] Descriptors: Educational Finance, Educational Technology, Elementary Secondary Education, Federal Aid
(2007). Student Assistance Team (SAT) and the Three Tier Model of Student Intervention, New Mexico Public Education Department. The term three-tier model of intervention is a model consisting of three well-defined and separate processes running on different levels within a system. In New Mexico, this principle has been applied to develop a model of student intervention for school-aged students. The model has three distinct levels of instructional interventions that account for all students within a learning system. Each tier encompasses a layer of intervention or instruction that responds to student needs. As a student has more intense learning or behavioral needs, he or she may progress to the next tier that provides more intense intervention. Tier I provides primary intervention in the form of universal screening, appropriate classroom instruction, and school-wide interventions to all students. The majority of school-aged students at this level will respond successfully in the regular education classroom to appropriate instruction based on state and district standards. Tier II is designed to provide early intervention for a small percentage of students who are performing above or below standards in academics and/or behavior. Interventions for these at-risk students either are provided as targeted individual interventions in one or more areas. That is done through a Student Assistance Team (SAT) Intervention Plan, a Section 504 Plan, or through a specialized school program that includes small-group instruction. Tier II interventions are provided in addition to the appropriate instruction provided in Tier I. The interventions are designed to prevent, alleviate, or accommodate challenges a student may be facing, and may be short-term or they may continue for an entire school year. Tier III serves a very small percentage of students who demonstrate a need for an individualized program to accommodate and/or modify their learning or behavioral needs. Special education teachers, related service providers, and regular education teachers provide Tier III interventions that consist of specially-designed instruction and supplementary aids and services. Tier III interventions are provided to a student through an Individualized Education Program (IEP). This guide discusses characteristics of successful interventions, major areas of need, sample strategies, SAT responsibilities, and reproducible forms for data collection and record keeping. [More] Descriptors: Small Group Instruction, Student Needs, Early Intervention, Individualized Education Programs
(1974). Patterns of Chicano Representation in California, Colorado, and Nuevo Mexico, Aztlan. The pattern of Chicano political representation in the territorial and state legislatures of California, Colorado, and New Mexico was examined. [More] Descriptors: Legislators, Mexican Americans, Political Affiliation, Political Power
(1977). Nonverbal in a Humanistic Program, Theory Into Practice. Examples of various nonverbal communications training techniques are described that have been developed for use in the Los Alamos, New Mexico, public school system. [More] Descriptors: Communication (Thought Transfer), Elementary Secondary Education, Humanistic Education, Nonverbal Communication
(1969). Art and Indian Identity, Integrated Educ. Article presented at a Seminar on the Role of the Arts in Meeting the Disadvantaged (Santa Fe, New Mexico, November 18, 1960). Descriptors: American Indians, Creative Development, Creative Writing, Cultural Background
(2009). The Targeted Reading Intervention (TRI): A Classroom Teacher Tier 2 Intervention to Help Struggling Readers in Early Elementary School, Society for Research on Educational Effectiveness. The two studies presented in this report were designed to test the effectiveness of a new diagnostic-based reading intervention for classroom teachers, called the Targeted Reading Intervention (TRI). This TRI Tier 2 intervention stressed diagnostic teaching as the key to helping struggling readers make rapid progress in reading in the regular classroom. In Study 1 the authors wanted to understand whether the intervention was effective for struggling readers and under what conditions and for whom was the intervention most beneficial. In Study 2, the authors wanted to understand if their intervention could have an effect when it was delivered via technology, using webcams that allowed real time consultation in the regular classroom where their consultants could see and hear the teacher working with individual children. Study 1 included 6 elementary schools in two rural poor counties in the Southeastern United States. Consistent with literature on rural schools, the teachers in this study had many years of classroom experience but their advanced education was less than might be expected for their years of teaching. Study 2 included two schools in rural Texas and two in rural New Mexico. The teachers in this study had slightly less experience but more advanced degrees than in study 1. These studies suggest that professional development for classroom teachers in rural low wealth communities that focuses on diagnostic teaching in the regular classroom with struggling readers can make a dramatic difference in the gains these children make in one academic year. With the help of a biweekly literacy consultant who worked with the teacher in the regular classroom, the TRI Tier 2 intervention found effect sizes of almost 1 in Study 1 and effect sizes of about 0.5 in Study 2 when consultation was delivered by webcam technology. In both studies there was no evidence that normally progressing children were suffering because of the time teachers used to work with the struggling readers. In addition, this study also suggests that this diagnostic approach appears to help all children equally with no evidence that boys, African American children, or low-SES children gained less than other struggling readers. In addition, the interaction between rapid color naming and the intervention suggested that children with rapid color naming problems gained the most from the TRI, providing evidence that this kind of deficit may be particularly addressed in a diagnostic teaching format. Finally, this study demonstrates that low cost effective teacher professional development can dramatically improve the reading of struggling readers by biweekly consultation in the regular classroom either face to face or by very cost effective web cam technology that allows teacher and consultants to see and hear each other in real time as they work with a struggling reader. [More] Descriptors: Reading Difficulties, Rural Schools, Intervention, Consultants
(1972). A New Angle on Job Placement for Student Teachers, Today's Education. Videotapes of student teachers in classroom situations are made available to prospective employers by the New Mexico State University placement bureau. Descriptors: Student Teachers, Teacher Employment, Teacher Placement, Teacher Selection
(1978). Strategies for Teaching the Rhetoric of Written English for Science and Technology, TESOL Quarterly. This article describes teaching strategies employed in a technical writing course for Latin American students at New Mexico State University. Descriptors: Cloze Procedure, English (Second Language), English for Special Purposes, Foreign Students
(1978). The 'Anglo' Revolution in New Mexico Part I, La Confluencia. First in a three-part series of case studies tracing the impact of the "Anglo Revolution" on New Mexico, this article deals with copper mining in New Mexico, particularly the Santa Rita del Cobre copper mine. [More] Descriptors: Anglo Americans, Economic Development, Industrialization, Land Settlement