This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jeff Flores, William Lee, Vicky J. Morris, Edwin Melendez, Michael Zeilik, Helen Parker, Gail Robinson, Robert T. Yin, Cindy Foster, and Michio Hashimoto.
(2004). Innovations in the Management of Child Protection Workers: Building Worker Resilience, Social Work. Taking children away from their parents is risky business. Child protective services (CPS) workers are charged with monumental tasks and ever-increasing caseloads. As a countywide CPS supervisor in New Mexico, the author shared the pain of one caseworker who experienced daily stress, knowing that her sibling set of three young children had been moved 13 times within two years. Despite the enormous importance of CPS work, it is consistently regarded as one of the least desirable jobs in any community. Nevertheless, he learned as a CPS social worker and then CPS supervisor that progressive, outcome-oriented management strategies have a major and positive impact on the CPS work environment, and on the quality of services delivered to abused children. In this article, he shares these management strategies. In an attempt to be as realistic and practice-oriented as possible, the discussion includes the benefits derived and problems encountered with each strategy. Many of the management strategies discussed in this column are in direct violation of state policy. Descriptors: Caseworkers, Social Work, Child Welfare, Child Abuse
(1995). New Mexico Library Directory and Statistics. 1995. This directory identifies members of the New Mexico State Library Commission, the New Mexico Advisory Council on Libraries, and staff at the New Mexico State Library. It goes on to list New Mexico libraries alphabetically by city. Within each city libraries are subdivided into public, academic, special, and school categories. Electronic mail addresses, whenever known, are included. Also included are: New Mexico State depository libraries; National Voter Registration Act library sites; public library hours; library associations and networks; certified librarians; and a librarian/library name index. The library statistics section gives a statistical picture of the condition of public and school libraries throughout New Mexico and contains data compiled from the Public Library Annual Report for fiscal year 1993-1994. Statistics, sorted by population, include: (1) local government revenue & local government revenue per capita; (2) total circulation and circulation per capita; (3) library staff salary survey; (4) per capita measures of visits, circulation and holdings, program attendance, collection turnover rate, and population to staff; (5) service: holdings-outputs; (6) networking & automation, including type of PC, modem, library software, presence of online circulation and catalog; (7) definitions of the Federal-State Cooperative System for Public Library Data (FSCS) used to collect the public library statistics for the graphs; and (8) graphs of New Mexico school data for elementary, middle, high school, and private/parochial schools. [More] Descriptors: Elementary Secondary Education, Higher Education, Income, Librarians
(1975). Las Tierras de Nuevo Mexico. [The Lands of New Mexico.]. New Mexico was inhabited thousands of years ago. Each group of settlers saw the land in distinct ways. For some, its beauty consisted of its quality, the abundance of water, and the hope of a good harvest. For others, its beautiful sites were of more importance. Thus, each group established its own manner of living on the land and of using it. Some influenced others as to their way of using the land. Archaeologists and historians can teach us much about the human experiences in New Mexico. This booklet, written in Spanish, presents the history of the various people who inhabited New Mexico and their relationship with the lands. Covering from prehistoric times to the present, the booklet presents information on: New Mexico's diverse environment, 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 19th centuries; the Eve of the Conquest by the United States; New Mexico as a U.S. territory (1846-1912); and New Mexico in the 20th century. [More] Descriptors: American Indians, Area Studies, Biculturalism, Bilingual Education
(2004). Community Colleges Broadening Horizons through Service Learning, 2003-2006. Project Brief. AACC-PB-04-2, American Association of Community Colleges. The "Horizons" project features model programs, national data collection and dissemination, and an information clearinghouse. In addition, "Horizons" provides professional development opportunities and technical assistance through regional workshops on service learning and civic responsibility, chief academic officer summits, mentoring, presentations, publications, a Web site, and a consultant referral service. Eight colleges (Chattahoochee Technical College, GA; Hudson Valley Community College, NY; Kingwood College, TX; Northern New Mexico Community College, NM; Northwest Indian College, WA; Prince George's Community College, MD; Sinclair Community College, OH; and Western Wisconsin Technical College, WI) were selected in a national grant competition in 2003 to become "Horizons" Mentee Colleges. They represent rural, suburban, and urban areas; include tribal and Hispanic-serving institutions; and have student populations as small as 600 and as large as 25,000. Working in the areas of education, public safety, human needs, and the environment, the "Horizons" Mentee Colleges are developing service learning programs that can be replicated at other institutions. Each college works with a service learning advisory committee comprising students, faculty, administrators, staff, and community partners. For each of the eight "Horizons" Mentee Colleges, this document provides project highlights and contact information. Information about the "Horizons" Mentor Team and the "Horizons" Mentee Primary Community Partners is also included, followed by a list of select Web resources. [More] [More] Descriptors: Faculty Development, College Students, College Faculty, Educational Opportunities
(2001). Does "Part-Whole Concept" Understanding Correlate with Success in Basic Math Classes?. This study investigates student understanding of the part-whole concept in mathematics at an independent two-year post-secondary institution in New Mexico. The mathematics portion of the Tests of Adult Basic Education (TABE) Summary Form was used as the evaluative instrument. Evidence for a lack of part-whole concept understanding as a hidden cause of innumeracy is reported. Data shows a trend of a higher final grade corresponding to better part-whole understanding at the start of the course. In light of this evidence, it is concluded that direct instruction of the part-whole concept should be part of adult basic math and algebra classes. [More] Descriptors: Adult Basic Education, Algebra, Concept Teaching, Mathematical Concepts
(1998). Furniture for a Technology-Infused School, School Planning and Management. Discusses how one New Mexico school district weighed the choices in selecting and purchasing computer furniture for its classrooms. The purchasing process is described, as well as the types of, and reasons for, the furniture bought. Descriptors: Decision Making, Electronic Classrooms, Elementary Secondary Education, Furniture Design
(2001). The SU PARTE Welfare-to-Work Initiative: University of New Mexico Valencia Campus. The University of New Mexico (UNM) Valencia campus is a two-year college in rural Valencia County. UNM-Valencia provides vocational and general education, basic skills assistance, a community education program and a small business development program. In fall 1998, the campus had 750 full-time-equivalent (FTE) students and 807 part-time students; 52% of the students were Hispanic, and 41% were non-Hispanic white. In July 1997, UNM-Valencia received a $1.1 million contract from the New Mexico Human Services Department (HSD) to run a Welfare-to-Work program. The campus developed SU! PARTE (Sign Up! People Acting Responsibly Through Employment) to assess, provide training and support services to, and place TANF and food-stamp recipients who were referred for mandatory program participation by the HSD. More than 80% of SU! PARTE participants do not have a high school diploma, 40% have never held a job, many are victims of domestic violence, and many tested at educational levels below 2nd grade. The SU! PARTE program offers a core class that tackles self-esteem issues as part of the assessment process, along with continued management, transportation, and child care information and assistance. SU! PARTE also has a van service that brings students to campus, and provides substance abuse treatment, domestic violence counseling, and housing assistance to the homeless. Curriculum includes basic and life skills classes. [More] Descriptors: Adult Basic Education, Community Colleges, Counseling Services, Economically Disadvantaged
(2001). Campaign To Reduce Child Poverty. Progress Report [and] Policy Briefs 1-5. This document is comprised of a progress report and five policy briefs related to the New Mexico Advocates for Children and Families' Campaign To Reduce Child Poverty. This multi-year initiative educates the public and policymakers about child poverty and promotes public policy changes that would reduce poverty. The progress report presents information on the incidence of child poverty in New Mexico, describes the negative outcomes of poverty for children, summarizes five policy briefs published as of September 2001, and discusses their impact on policy. Policy Brief1, "Expanding the Low Income Comprehensive Tax Rebate," discusses a proposal to expand the state's low income comprehensive tax rebate to poor and working poor families as a cost-effective strategy to reduce child poverty. Policy Brief2, "Mail-In Medicaid Enrollment," presents ways to reduce barriers to health insurance for New Mexico's low-income children and shows that existing policies pave the way for mail-in Medicaid enrollment. Policy Brief3, "Enhancing the Benefits of Tax Rebates and Credits," suggests that the state enact legislation which would cap the interest rate for "rapid refund" loans, thereby reducing the earned income credit to which they were entitled. Policy Brief4, "Medicaid Look Back Periods are Barriers to Health Insurance for Children," examines the wisdom of the "look back" policy forcing families to have their children uninsured for 12 months to take advantage of free health insurance through the state and recommends eliminating the look back period. Policy Brief5,"Insuring Parents Improves Health Outcomes for Children," investigates utilization of preventative healthcare by insured children in New Mexico, shows that parents who obtain preventative care for themselves were more likely to obtain similar care for their children, and concluded that public policy targeting parental access to and utilization of healthcare could increase preventative care for children by increasing the ability of families to obtain care. [More] Descriptors: Change Strategies, Child Advocacy, Child Health, Children
(2004). The Impact of Cooperative Quizzes in a Large Introductory Astronomy Course for Non-Science Majors, Astronomy Education Review. In Astronomy 101 at the University of New Mexico, we carried out a repeated-items experiment on quizzes and tests to investigate the impact of cooperative testing. This trial was the only change in a reformed course format that had been refined over previous semesters. Our research questions were: (1) Did cooperative quizzes result in gains for the class overall?; (2) Did these gains "stick" within the semester? In the spring and fall semesters of 2000, students took quizzes individually and in cooperative learning teams, and tests individually. Normalized gain, <g>, on the quizzes averaged about 0.4, and effect size about 0.8 (approximately a 10% increase in class mean score). Repeating selected quiz items on a subsequent test demonstrated that the gain was sustained over a month in both semesters. In addition, we compared demographics of UNM students with those of the National Astronomy Diagnostic Test project. We found that UNM students are similar to the national sample, except in ethnicity (more Hispanic American, fewer White). Based on these results, we judge that our cooperative quiz strategy will likely succeed in other "Astro 101" classes. [More] Descriptors: Majors (Students), Student Attitudes, Astronomy, Hispanic American Students
(2011). Demystifying the Lens of Color: Examining the Relationship between Academic Achievement and Racial Identity, ProQuest LLC. The purpose of this mixed methods research study was to examine the dynamic interaction between the racial and academic identities of African American, undergraduate students who were enrolled full time at an academic institution of higher education that was both a Hispanic-serving institution (HSI), and a predominately White institution (PWI). The two main research questions addressed by this study were: 1. To what extent does the racial identity of African American, undergraduate students shape their expectations and beliefs about succeeding at the higher education level; and 2. What is the relationship between students' racial identity, selected aspects of their university environment, and students interactions with prior environments including their home environment (i.e., family structure and background) with their academic achievement while matriculating towards a bachelor's degree? Racial identity has been noted as a variable that impacts academic achievement within the realm of higher education for African American, undergraduate students (Sellers, 1998). How does it function in the center of these other potentially important influences on higher levels of academic achievement? This study employed a conceptual framework that was based on four theoretical approaches: 1. Nigrescence Model; 2. Critical Theory/Critical Race Theory; 3. Family Systems Theory; and 4. Phenomenological Approach. These conceptual frameworks were integrated in an attempt to understand the complexity of the African American undergraduate students who participated in this study. In 2010, the African American undergraduate student population that consisted of 647 students at the University of New Mexico (UNM) main campus was invited to participate in a study examining the relationship of Black identity to academic success as college undergraduate students by completing the Multidimensional Inventory of Black Identity (MIBI) online survey. In order for students to be a part of this study, they had to be eighteen years of age or older, self-identify as African American/Black and be enrolled in at least twelve credit hours at the main campus. One-hundred and twenty-five students completed a demographic data sheet, along with the MIBI. Upon completion of the survey, participants were asked to consider participating in a one-on-one interview with the researcher to address these issues further. Out of these 125 students, 77 agreed to volunteer for the interview. Their names were entered into a pool from which a random selection process was employed using a Microsoft Excel program. Semi-structured interviews were conducted with the 15 undergraduate, African American students identified. The 73 participants who were a part of this study came from another state and/or country, other than NM. In addition, 67 participants came from two-parent family homes during their high school upbringing. Of the 125 participants, 95 of them were not first-generation college attendees and therefore, came from second and third generations of attending and/or graduating from college with a bachelor's degree. The mean age of these participants was 22.87 with a standard deviation of 1.56. Their mean cumulative grade point average was 3.10. Most participants were upper classmen–junior and senior students (88) and 37 participants were lower classmen–freshmen and sophomore students. The quantitative partial estimated correlation analysis of data from this research study indicated that the 3 dimensions of racial identity assessed (centrality, regard ideology) by the MIBI, selected aspects of the university environment, and the students' home environment (i.e., family structure and background) showed weak to moderate relationship to the academic success of African American undergraduates enrolled at this HSI/PWI institution of higher education. Prior family involvement and various narratives describing their family household, as well as students' earlier school experiences within the educational environment could be factors for this finding. The students in this study obtained low to mid racial identity scores on all sub-measures of the MIBI. It should be noted that the data supported a number of factors shown to be related to academic achievement of black children and adolescents. Positive relationships were found with two-parent family structure. For example, one-parent family structure, college attendees noted a perceived inadequacy as it related to high school preparedness. In sum, the participants who were interviewed appeared to realize that they are comparable to their peers academically and are able to compete within the classroom setting, but they seemed to experience a sense of not belonging within the general mainstream community of this campus and not being included in the mainstream culture at this university. (Abstract shortened by UMI.) [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: Higher Education, African American Students, Undergraduate Students, College Environment
(1998). Walking in Both Worlds: Teaching Native Americans, American Language Review. A teacher from Gallup, New Mexico provides an overview of and discusses the complex linguistic, cultural, and social issues that burden the lives of adolescents in the school district. Descriptors: American Indian Education, American Indians, High School Students, High Schools
(1999). Technology Transfer from University-Based Research Centers: The University of New Mexico Experience, Journal of Higher Education. A study of 55 research centers at the University of New Mexico investigated the nature of the typical center, why funding has risen during the 1990s, reasons for founding the centers, the director's role, how university-based research centers transfer technology to private companies and other organizations, and what determines program effectiveness in reaching objectives. Descriptors: Administrative Policy, Administrator Role, Case Studies, Financial Support
(2000). Working with Adolescent Health Risk Behaviors: Differences among Frontier, Rural, and Urban Schools Counselors, Rural Educator. New Mexico middle and high school counselors from small rural school districts perceived less substance use, gang-related violence, high-risk sexual activity, and sensation seeking among students than did counselors from urban and large rural districts and spent more time on administrative responsibilities than their counterparts. However, diminished counseling activities may lower counselor perceptions of adolescent risk taking. (Contains 25 references.) Descriptors: Counselor Attitudes, Counselor Role, High Risk Students, High Schools
(2000). Technical Assistance Document for Assessment and Evaluation of Preschool Children Who Are Culturally and Linguistically Diverse. This manual presents New Mexico state guidelines for the assessment and evaluation of preschool children who are culturally and linguistically diverse, and focuses on the principles of parent participation and nondiscriminatory evaluation as defined in the Individuals with Disabilities Education Act and the New Mexico Administrative Codes. A discussion of recommended practices reviews the literature on family participation, the assessment of cultural factors, language assessment, evaluation procedures, and report writing. The New Mexico definition of "developmentally delayed" is presented. The next section presents the specific assessment/evaluation guidelines concerned with: (1) referral and screening considerations (family, child, considerations of learning difficulties, early developmental opportunities, poverty, and decision making); (2) language assessment (language dominance, language proficiency); (3) acculturation and ethnic identity (family, child, school, community); (4) determining language/s of assessment; (5) translator/interpreter considerations (role of the interpreter/translator, types of interpretation/translation, qualifications, and considerations for modifying and adapting traditional practices; (6) non-discriminatory evaluation procedures; and (7) report writing (format, interpretation, recommendations). Appendices provide information on models of language proficiency, theories of second language acquisition, and assessment forms. (Contains 54 references.) [More] Descriptors: Cultural Differences, Developmental Delays, Evaluation Methods, Guidelines
(1998). The Changing Face of AIDS, Quantum: Research & Scholarship. The New Mexico AIDS Education and Training Center developed a self-guided Internet course to help New Mexico's rural health-care providers treat and counsel today's changing AIDS patients. The Center also provides on-site customized training to rural health-care providers, acts as an information center, and funds mini-sabbaticals during which rural personnel work in AIDS clinics. Descriptors: Acquired Immune Deficiency Syndrome, Distance Education, Extension Education, Health Personnel