This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Michael D. Brasel, Antonio Esquibel, Robert Elgie, Colvin R. Futrell, M. Louise Cavatta, Kate Tarrant, Stephen W. Stile, Sandra M. Abernathy, Robert E. Sapien, and Santa Fe. New Mexico State Dept. of Education.
(2010). Transitions for Young Children: Creating Connections across Early Childhood Systems, Brookes Publishing Company. Smooth early childhood transitions are key to ensuring positive outcomes for young children the world over–but in today's fragmented early education systems, it's difficult to ensure continuity among programs and services. Early childhood professionals will help change that with this book, the first to propose a comprehensive, practical framework for repairing fissures in the system and making transitions successful for young children globally. A groundbreaking resource for a wide range of professionals–including principals, school-based administrators, program directors, district supervisors, and curriculum specialists–this book brings together the best thinking on early childhood transitions from leading researchers and practitioners around the world. Focusing on both vertical and horizontal transitions, the expert contributors give readers the in-depth guidance they need to: (1) develop a coherent, connected framework of curriculum and instruction across the pre-K- Grade 3 continuum; (2) enhance transitions for infants and young children with disabilities and their families; (3) address the specific issues dual language learners face during transitions; (4) align early learning standards, curricula, and assessments; (5) improve all aspects of school readiness–ready children, ready schools, and ready families and communities; (6) establish continuity between the child's home and school environment; (7) support the quality and stability of the early childhood workforce; (8) improve transitions through better accountability policies; and (9) understand how transitions are affected by a wide range of factors, including poverty, cultural and linguistic diversity, and the child's neighborhood. Through the invaluable case studies on diverse programs–both in key U.S. states and around the world–readers will get practical insight into what really works and apply the lessons of real-life success stories. With the clear and useful analysis of up-to-date research, policy, and practice, professionals will see where the field is today and where it needs to go to support better transitions. A must-have resource for any early childhood professional who plays a part in shaping high-quality programs and services, this book is also an ideal text for preparing tomorrow's professionals to lead future efforts. Readers will be ready to move the field closer to one of its critical goals: a cohesive system of services that supports effective, meaningful transitions for all young children. This book contains five parts. Part I, Background and Context, contains: (1) Seeing Transition through a New Prism: Pedagogical, Programmatic, and Policy Alignment (Sharon Lynn Kagan); (2) The Transition to School: Concepts, Practices, and Needed Research (Craig T. Ramey and Sharon Landesman Ramey); (3) Going to School in the United States: The Shifting Ecology of Transition (Robert C. Pianta); (4) Transitions: Perspectives from the Majority World (Kathy Bartlett and Caroline Arnold with Sadaf Shallwani and Saima Gowani); (5) Transitions for Children with Disabilities (Mary Beth Bruder); and (6) Developing and Learning in More Than One Language: The Challenges and Opportunities for Transitions in Early Education Settings (Eugene E. Garcia). Part II, Pedagogical Perspective, contains: (7) Aligning the Content of Early Childhood Care and Education (Catherine Scott-Little and Jeanne L. Reid); Case Study–The Wisconsin Model Early Learning Standards (Jeanne L. Reid); Case Study–Early Care and Education in France (Kate Tarrant); and (8) Aligning Curriculum and Teaching: A Child-Focused Approach (Sue Bredekamp); Case Study–Aligning Curriculum and Teaching in Red Bank, New Jersey (Aleksandra Holod and Jocelyn Friedlander); Case Study–Step By Step Moldova (Alejandra Cortazar). Part III, Programmatic Perspective, contains: (9) Ready or Not? Schools' Readiness for Young Children (Sharon Ritchie, Richard Clifford, William W. Malloy, Carolyn T. Cobb, and Gisele M. Crawford); Case Study–FirstSchool Lexington Elementary School (Aleksandra Holod); Case Study–Keiraville Community Preschool (Romilla Karnati); (10) Families and Transitions (Judy Langford); Case Study–Family and Child Education Program (FACE) (Aleksandra Holod); Case Study–Turkey's Mother Child Education Program (Alejandra Cortazar); and (11) The Neighborhoods Where Young Children Grow Up (Jeanne Brooks-Gunn); Case Study–Transition and Alignment through the Eyes of Sparks (Anthony Berkley and Kimber Bogard); Case Study–East Africa Madrasa Program (Alejandra Cortazar). Part IV, Policy Perspective, contains: (12) Governance and Transition (Sharon Lynn Kagan and Kristie Kauerz); Case Study–The Pennsylvania Office of Child Development and Early Learning (Jeanne L. Reid); Case Study–Early Childhood Governance in Sweden (Caroline Segal); (13) Accountability Policies and Transitions (Thomas Schultz); Case Study–The Maryland Model for School Readiness (Jeanne L. Reid); and (14) Transitions in Early Childhood: The Case for a Consistent, Competent, and Stable Workforce (Susan D. Russell and Carol Brunson Day); Case Study–New Mexico's Professional Development Initiative (Jocelyn Friedlander and Kate Tarrant); Case Study–Sweden's Integrated Teaching Degree (Alejandra Cortazar). Part V, Integrating Pedagogy, Programs, and Policy, contains: (15) Integrating Pedagogy, Practice, and Policy: A Transitions Agenda (Kate Tarrant and Sharon Lynn Kagan). An index is included. [More] Descriptors: Neighborhoods, School Readiness, Early Childhood Education, Young Children
(1984). A Study of Shared Services in New Mexico School Districts. To determine if a state-supported program of educational cooperatives would be beneficial to New Mexico's small schools, a review of the literature from 1960 was conducted and questionnaires were sent to selected New Mexico educators, followed by interviews. Approaches to shared services used by Texas and New York were investigated through the literature. Twenty interviews were conducted; 15 were with superintendents of small New Mexico school districts and most of the rest were with state department of education personnel. Various kinds of shared activities between New Mexico's small schools have existed over time including special education, vocational education, Title IV-C, and purchasing. Many programs ceased because of the considerable distances involved. Respondents generally favored shared services cooperatives, but foresaw problems in supervising and administering both staffs and programs, and had reservations about the time spent and cost of travel between districts. Overall, small or isolated schools could improve their programs if New Mexico adopted a regional service center approach like that in Texas. New Mexico should fund or pay for all basic services needed by districts with less than 700 students. Consolidation should not be used, because it does not improve services; some restructuring might help, however. Descriptors: Access to Education, Consortia, Cooperative Programs, Delivery Systems
(1989). New Mexico Articulated Assessment System. Student Achievement Profile: 1988-1989. New Mexico has established a system of student achievement assessment that consists of four coordinated testing programs. District and state results are given for these assessments. The Reading Assessment, consisting of a norm-referenced test and a criterion-referenced test, is used in grades 1 and 2 to assess student mastery of essential competencies and to produce national norm-referenced information about reading achievement. In March-April of 1989, the New Mexico Reading Test was administered to 23,584 first-graders and 22,448 second-graders. New Mexico students were slightly below national norms for grade 1 and slightly above them for grade 2. In March 1989, the New Mexico Achievement Assessment, which included the norm-referenced California Test of Basic Skills and a criterion-referenced assessment, evaluated 61,107 students in grades 3, 5, and 8. In all three grades, students scored above the national median. The New Mexico Direct Writing Assessment, which was administered to 20,988 fourth-graders and 20,124 sixth-graders for the first time in October 1988, identified specific problem areas in student writing. The New Mexico High School Competency Examination (HSCE) was administered in February 1988 to 17,653 10th-graders and 5,145 11th-graders to meet the legislative mandate that all graduates pass competency examinations in English, reading, mathematics, and science. This second administration found some improvements and some declines in comparison with the preceding year. The New Mexico High School Proficiency Examination is being replaced by the HSCE. Eighty-eight tables provide the Student Achievement Profiles for 1988-89 for 88 school districts in New Mexico. Descriptors: Academic Achievement, Achievement Tests, Criterion Referenced Tests, Educational Assessment
(1991). New Mexico Enhanced ACT and SAT Results: School Year 1989-1990. An analysis and summary are presented of the 1989-90 test results of New Mexico students on the Enhanced American College Testing Program (Enhanced ACT) and the Scholastic Aptitude Test (SAT). Data were provided by the American College Testing Program, the Educational Testing Service, and the New Mexico High School Graduates Survey. The Enhanced ACT scores of students in New Mexico remain below the national averages, but above state averages for the southwestern United States. Enhanced ACT composite scores remained nearly steady as did mathematics scores for the past 3 years. Enhanced ACT English scores decreased in 1989-90. Males outperformed females on the Enhanced ACT, although female composites increased in 1989-90, while male composites continued a 4-year downward trend. The Enhanced ACT scores of minority students showed some improvement, especially when the students were involved in a core curriculum. SAT scores of students in New Mexico were above the national average, although verbal scores and mathematical scores declined in 1989-90. Males continued to score higher than females on both the verbal and mathematics examinations in New Mexico and on a national level. Eleven bar graphs and six tables present data on student achievement, including sex and ethnic differences. An appendix lists ACT results for New Mexico by school district. Descriptors: Achievement Gains, Achievement Tests, College Entrance Examinations, Comparative Analysis
(1990). Local Advocacy for Second Language Education: A Case Study in New Mexico. ERIC Digest. The experience of the Albuquerque, New Mexico second language community is presented as a case study of successful local advocacy. The formation of the Albuquerque Language Teachers Association and the New Mexico State Task Force on Modern and Classical Languages is described, and the passage by the State legislature of a resolution on language rights that makes New Mexico the first state to take an official "English Plus" stance is discussed in detail. Six strategies that have contributed to the success of advocacy efforts in New Mexico are: (1) building a community within the ranks; (2) identifying specific goals; (3) identifying a committed action group; (4) seeking advice and outside support; (5) utilizing effective management strategies; and (6) maintaining flexibility and a positive attitude. [More] Descriptors: Advocacy, Case Studies, Community Cooperation, Language Teachers
(1973). Taos County, New Mexico. A Report on Manpower Resources. The report of the New Mexico Smaller Communities Team under the Employment Security Commission (ESC) provides manpower information on Taos County's resources. Included in the report are pertinent data on the county's labor force and population. Also covered in this report are the history of the county; resources; local government, schools and community services; transportation; utilities; county financial institutions; and New Mexico State tax informaton. [More] Descriptors: History, Labor Force, Labor Utilization, Local Government
(2010). Being Raced, Acting Racially: Multiracial Tribal College Students' Representations of Their Racial Identity Choices, ProQuest LLC. In recent years, many studies have clearly documented that mixed-race people are currently engaged in the process of self validation (DaCosta. 2007; Dalmage, 2003; McQueen, 2002; Root, 1996 & 2001; Spencer, J, M., 1997; Spencer, R., 2006a; Thorton, 1992). There is not a lot of empirical research that examines how schools influence the racial identity of multiracial students, in particular mixed-race students that identify as Native American. Even more troubling is the lack of literature on experiences of mixed-race students using racial identity choice as a social and political tool through race discourse and actions. The aim of this qualitative case study was to look at the relationship between the racial agency of multiracial students and the larger white supremacist social structure. The research questions addressed in this study are as follows: (1) How do the formal and informal schooling contexts shape the identity choices of multiracial students? (2) How do the identity choices of multiracial students conform to an/or resist the racialized social system of the United States? This study was conducted at a tribal college in New Mexico with selected mixed-race participants who identified as Native American, or acknowledged Native American ancestry. At the time of data collection, the school enrollment was 513 students, representing 83 federally recognized tribes and 22 state recognized tribes. The presence of a multi-racial body of students created a unique contributing factor of multiracial participants for a broader understanding of mixed-race experiences in cultural and traditional learning environments. The study was conducted using qualitative case study methodology of mixed-race students interviewed in the last weeks of the fall semester (pre-interview) and once during the last few weeks of the spring semester (post interviews). Mixed-race students were asked to discuss nine group sessions during the spring semester their lived experiences that influenced their identity choices. The sample for this study represented mixed-race participants from various tribal communities. In an eight-month time period of the study, nine participants were interviewed and participated in-group sessions. Of the nine total in sample, two were male, seven were female; three were Native American/white, two were black/white/Native American, three were Hispanic/white/Native American, and one were Hispanic/Native American. From my analysis of the nine participants' mixed-race experience, three overarching themes emerged: (a) racial(ized) self-perceptions, (b) peer interactions and influences, and (c) impact on academic experiences. Of the nine participants, how a students' race was asserted, assigned, and reassigned appears to be determined by being mixed-race with black versus white or non-black. According to the participants, this particular tribal college did not provide a supportive or welcoming environment. As a result, students were highly stratified based on experiences tied to their phenotype and racial mixture; the more "black" they appeared, the more alienated they were. In the classroom, there was often a divide between black/Native mixed-race students versus white/Native mixed-race students, similar to the differences between monoracial white and black student experiences. As a result of dissimilar experiences based on mixedness, there were group association conflicts during their schooling experiences that included feeling vicitimized when their whiteness did not prevail as an asset or being alienated due to blackness. The study also found a clear distinction between the mixed-race black experience versus the mixed-race with white experience based on phenotypic features. Overall, mixed-race with black schooling experiences indicated situations of racial conflict. The findings of this study have policy implications for tribal colleges and other institutions to develop programs and services to help mixed-race students identify and bond with their learning environments. [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: African American Students, Race, Social Systems, American Indians
(1986). Interim Status Report: Planning Public School Services for Preschoolers in New Mexico. Describes a report on New Mexico's public school services for three- and four-year-old handicapped children, focusing on features of special interest to rural educators. Topics are curriculum selection, program models, and program delivery system alternatives. Descriptors: Cooperative Programs, Curriculum, Delivery Systems, Disabilities
(2005). The New Mexico School Nurse and Emergency Medical Services Emergency Preparedness Course: Program Description and Evaluation, Journal of School Nursing. Illness and injuries are common among students and school staff. Therefore, school nurses must be prepared. In this study, a 16-hour scenario-based emergency preparedness course for school nurses was evaluated for its effectiveness. Effectiveness was measured by (a) traditional methods (written exams and confidence surveys) and (b) skills and performance evaluations in simulated emergencies called On-site Mock Emergency Scenarios. School nurses who completed the emergency preparedness course showed significant improvement in knowledge, confidence, and On-site Mock Emergency Scenarios scores that measured each nurse's ability to apply knowledge in simulated emergencies. [More] Descriptors: Medical Services, School Nurses, Emergency Programs, Course Descriptions
(1994). New Mexico Enhanced ACT and SAT Results. School Year 1992-1993. Students in New Mexico may take either the American College Test Assessment (ACT) or the Scholastic Aptitude Test (SAT), although the ACT is most often used in New Mexico. Results from both examinations are presented in this report, based on those students who were expected to graduate in 1993 and who had expressed an interest in attending college. New Mexico had a 2.2% increase in students taking the ACT, and a 6% increase in the number of minority students taking the test. The mean composite score for 1992-93 was 20.0, and there was a slight increase in the mean mathematics score and a slight decrease in the mean English score. Scores were higher for students enrolled in core college curricula. Males continued to score higher in mathematics, while females continued to score higher in English. While 9,778 high school graduates took the ACT in New Mexico, only 1,935 students took the SAT. The mean verbal SAT score rose by three points, and the mean mathematics score rose by four points. Appendices present 1993 New Mexico ACT scores by school district; and the ethnic composition of New Mexico students taking the SAT from 1981 to 1993. (Contains five figures, nine tables, and five sources.) [More] Descriptors: Academic Achievement, Academic Aspiration, College Bound Students, College Entrance Examinations
(1983). Speculation Upon the Implementation of P.L. 94-142 in New Mexico's Rural School Districts. A paper on the Education for All Handicapped Children Act of 1975 (P.L. 94-142) provides information to state legislators on requirements and application procedures and speculates on significance of compliance for rural New Mexico school districts (New Mexico has never implemented P.L. 94-142). The five purposes of the paper are to describe major provisions of the law, describe financial considerations, speculate on benefits of implementation for rural districts, describe start-up requirements for rural local education agencies (LEAs), and speculate on requirements for continued compliance. Ten major provisions of the law, referenced to sections of the 1982 New Mexico Standards for Special Education, are covered: congressional intent, entitlements and allocations, state plans and local applications, procedural safeguards and due process procedures, least restrictive environment, pupil assessment evaluation, Individualized Education Programs, comprehensive system of personnel development, cooperation with other agencies, and working with parents. Funding formulas for New Mexico and uses of funds are discussed. Benefits of implementation in 14 major areas are listed. Similarity of P.L. 94-142 to existing New Mexico standards is noted. Six areas which require attention so that rural LEAs could comply with P.L. 94-142 requirements and receive continued funding are given. The question of the level of state entitlement for New Mexico is raised. Descriptors: Compliance (Legal), Disabilities, Educational Finance, Elementary Secondary Education
(1975). Continuing Education — A Management Point of View. The needs for continuing engineering education to avoid technical obsolescence and the programs offered by one company to fill this need are discussed. Ten educational alternative programs of the Sandia Laboratories, Albuquerque (New Mexico) are described. [More] Descriptors: Administrator Education, Adult Education, Apprenticeships, Engineering Education
(1972). Isolated Apprenticeship Program. Final Report on Phase 2. A study is reported on the isolated correspondence courses offered in vocational areas by the New Mexico State Department of Vocational Education. Some courses which were offered were appliance servicing, automobile mechanics, cabinet making, meatcutting, refrigeration, and welding. Descriptors: Apprenticeships, Correspondence Study, Home Study, Job Skills
(1974). An Annotated Bibliography of Studies Done on Two-Year Institutions of Higher Education in New Mexico. In New Mexico there is increasing public interest and dialogue on the need for two-year institutions of higher education, with special interest in the establishment of a community college system. This 31-item annotated bibliography lists little-known reports, hearing, legislation, and documents which deal with the two-year institutions of higher education in New Mexico. Anyone interested in community colleges, and especially those decision-makers who will decide the future implementation of a two-year community college system in New Mexico, will find this document useful. The appendices contain the Junior College Law, the Branch College Law, a complete list of the laws which have been introduced on junior colleges in the New Mexico state legislature, and the Board of Educational Finance's criteria for the establishment of branch and junior colleges. [More] Descriptors: Annotated Bibliographies, College Planning, Educational History, Educational Legislation
(1982). People of New Mexico: Size, Growth and Hispanic Population from the 1980 Census. Research Report 482. New Mexico, while small, is a state of great diversity in terms of size, growth, and Hispanic concentration of population. Data from the 1980 census indicate New Mexico is the 37th largest state with slightly more than 1.3 million persons and is ninth among the states in percentage of population growth. Growth comes from two demographic sources: migration of people moving into an area and natural increase (more births than deaths over the decade). While New Mexico ranks first in percentage of Hispanic population, it ranks seventh in total Hispanic population. New Mexico counties with high proportions of Hispanic population are Mora, Guadalupe, San Miguel, Rio Arriba, Taos, and Santa Fe. Bernalillo, Dona Ana, San Juan, Santa Fe, and Valencia counties have the largest Hispanic population. Majority concentrations of Hispanics occur in Albuquerque, Santa Fe, Las Cruces, Las Vegas, and Espanola. Ten tables of data show the rank of: the 50 states and the District of Columbia by population size, growth, percentage of Hispanics, and Hispanic population size; New Mexico counties by population size, growth, and percentage and size of Hispanic population; and New Mexico cities by population size, and size and percentage of Hispanic population. Descriptors: Census Figures, Community Size, Hispanic Americans, Information Utilization