This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Lynda Leach, Joel Yager, Janis Chadsey, Leslie Asher Blair, Penny Haworth, Lorraine Halinka Malcoe, J. Placido Garcia, Hillard Kaplan, Betty Skipper, and Candace Schau.
(1999). Paternal Care by Genetic Fathers and Stepfathers I: Reports from Albuquerque Men, Evolution and Behavior. Presents biosocial model of human paternal care allowing paternal allocations to be influenced by changes in welfare of recipient offspring and effects on the man's relationship with the child's mother. Results from test of model with adult males in New Mexico are consistent with a role for relationship effort in parental care: men invest more in children of their current mates, even when co-residence with offspring is not a confounder. Descriptors: Children, Fathers, Models, Parent Child Relationship
(2007). Tough Choices or Tough Times: Bolder Steps for Education Philanthropy? Notes and Resources from the GFE Foundation Leaders Institute (Tamaya, New Mexico, October 19, 2007), Grantmakers for Education. In late 2006, the National Center on Education and the Economy released "Tough Choices or Tough Times: The Report of the New Commission on the Skills of the American Workforce." With compelling language, the report updated and sharpened the findings of the center's influential 1990 report, "America's Choice: High Skills or Low Wages," which called attention to the widespread loss of portable low-skill jobs from the U.S. economy. The 2006 report delivered further bad news: the job loss trend has spread to high-skill sectors, as school systems in countries such as China, Korea and India increase their nations' supplies of workers with advanced technical skills. Meanwhile, the supply of highly qualified graduates of American secondary schools is failing to keep pace. "Tough Choices or Tough Times" argues for an aggressive realignment of the nation's education and workforce development systems. Foundation leaders encouraged the Council on Foundations and Grantmakers for Education to convene a joint discussion to examine the commission's findings, debate its recommendations and consider its implications for grantmakers. This report includes, in summary form, many of the key materials discussed at the meeting, along with highlights of the conversation. This publication contains the following: (1) Introduction: Education and the National Economy (Robert King); (2) The Dilemma: Tough Choices or Tough Times? (Charles Knapp); (3) Creating High-Performance School Systems at Scale (James Shelton); (4) Attracting and Retaining the Most Talented Teachers (Kate Walsh); (5) Offering the Benefits of Higher Education and Workforce Training to More Students and Adult Learners (Steve Gunderson); and (6) Conclusion: What Can Philanthropy Do to Accelerate Change? (Terry Marzany). [More] Descriptors: Adult Learning, Adult Students, Foreign Countries, Labor Force Development
(2000). Building Inclusive School-to-Work Systems. State Profiles: Colorado, Maryland, New Jersey, New Mexico, New York, Oregon, Rhode Island, Vermont. This report contains profiles of eight states (Colorado, Maryland, New Jersey, New Mexico, New York, Oregon, Rhode Island, Vermont) that describe the states' efforts to include youth with disabilities in School-to-Work efforts. Data were gathered on each of the states through written records of state resources and grants, web site information, information from a National Transition Alliance (NTA) technical assistance provider who worked with the states, notes from an NTA workshop that featured School-to-Work presentations from seven of the eight states, and telephone interviews with at least two state-level personnel and at least one local provider. The information was developed into state profiles that provide an overview of the following for each of the states: (1) legislation, policy, regulation; (2) leadership and partnership; (3) resources and programs; (4) activities from local partnerships; (5) successes and challenges; and (6) sustainability issues. [More] Descriptors: Accessibility (for Disabled), Compliance (Legal), Disabilities, Education Work Relationship
(2016). The Career Trajectories of English Language Teachers. Oxford Studies in Comparative Education, Symposium Books. This volume identifies, illustrates, compares, contrasts and provides informed reflective commentary on the diverse career trajectories of English language teachers, teacher educators and researchers. Increased migration and globalisation pressures have led to dramatic changes in English language teaching over the last few decades. The resulting increased demand for well-qualified English language teachers has also impacted positively on the status of this profession, as developing a career in this field is now increasingly linked to advanced academic study as well as work possibilities in a wide range of diverse contexts. This book provides insights into the career trajectories of English language teachers in Argentina, Australia, Brazil, Canada, Chile, China, the Czech Republic, Greece, Iceland, India, Malaysia, Mexico, New Zealand, Thailand, Turkey, the United Kingdom, the USA, and the Middle East. This book is likely to be of interest not only to teachers in the field of English language teaching, but also to researchers with an interest in exploring teachers' lives and careers in diverse contexts. The insights provided in this book will no doubt inspire those who wish to develop, or further develop, a career trajectory in this intriguing field, as well as provoke teacher educators to consider new ways to support those entering the field of English language teaching and those currently navigating its many complex challenges. The book begins with a Foreword (Yvonne Freeman and David Freeman) and Introduction: Crossroads in English Language Teaching (Penny Haworth and Cheryl Craig) with respective authors. Next are eighteen chapters, divided into two sections. Section 1: Stories Of English Language Teachers' Career Paths contains the first eight chapters as follows. Chapter 1: From Canada to Turkey with Places in Between: A Quarter-Century Career of English Language Teaching (John McKeown); Chapter 2: Unpacking Tensions: An Autobiographical Narrative Inquiry into the Cross-Cultural Teaching Journey of a TESOL Teacher Educator (Liping Wei); Chapter 3: Everyday Priorities of Teachers of English Language Learners in the USA: A Narrative of Experience (Johanna Boone, Ramona Maile Cutri and Stefinee Pinnegar); Chapter 4: Managing Context and Complexities: My Career Trajectory of Teaching English as a Second Language in Malaysia (Ida Fatimawati bt Adi Badiozaman); Chapter 5: My Career Trajectory as a Teacher of English as a Second Language in India: Narrative Self-Construction through a Dialogic Lens (Tara Ratnam); Chapter 6: The Influence of Chinese Educational Policy on Teachers of English (Luxin Yang); Chapter 7: In Times of a Changing Linguistic Context: The Career Trajectory of an EFL teacher in Iceland (Hafdís Ingvarsdóttir); and Chapter 8: A Long Way from Home: English as an Additional Language (EAL) Teaching in Remote Community Schools in Australia (Jill Brown). Section 2: Socio-Political Contexts in Teaching and Teacher Education follows with chapters nine to eighteen. Chapter 9: Self-Reflexive Inquiry in Teacher Education for Diversity: Tapping and Leveraging Resources for Language Teachers' Career Trajectories (Steven Z. Athanases, Joanna W. Wong and Leslie C. Banes); Chapter 10: Using VideoWeb in EFL Teacher Education: Do the Benefits Differ between Teachers With and Without Previous Teaching Experience? (Eva Minaríková, Michaela PíÅ°ová and TomáÅ° Janík); Chapter 11: Innovating in Initial Teacher Education: A New Integrated Curriculum for Meaningful English Learning (Mary Jane Abrahams and Pablo Silva Ríos); Chapter 12: Knowing as Embedded in Action: Preparing Preservice Teachers to Develop Career Trajectories as English Language Teachers in China (Zhilian Zheng and Jianfen Ying); Chapter 13: Overcoming Isolation as ESL Professors and the Challenges of Doing Research Collaboratively across Continents, (Telma Gimenez, Nora Basurto-Santos, Amanda Howard, Amira Traish and Michael F. McMurray); Chapters 14: Rise or Fall of the EFL Teaching Profession in Thai Universities, (Parussaya Kiatkheeree); Chapter 15: Economy Class? Lived Experiences and Career Trajectories of Private-sector English-language School Teachers in Australia, (Phiona Stanley); Chapter 16: English Language Teachers in Greece: Building Professional Identities (Stavroula Kaldi, Emmanuel Konsolas and Joanna Syriou); Chapter 17: "In Between" English and Spanish Teaching: The Story of a Linguistically Diverse Student Becoming a Teacher (Leslie Gauna); and Chapter 18: Self-determination in Career Trajectories of English Language Teachers (Penny Haworth). The book closes with the Conclusion: Reflecting on the Changing Nature of English Language Teaching Internationally, the Status of the Profession, and Future Visions for Teacher Education (Cheryl Craig and Penny Haworth). [More] Descriptors: Career Development, English Instruction, English (Second Language), Second Language Instruction
(1999). Conceptual Astronomy. II. Replicating Conceptual Gains, Probing Attitude Changes across Three Semesters, American Journal of Physics. Reports on a long-term, large-scale study of a one-semester, conceptually-based, introductory astronomy course with data from more than 400 students over three semesters at the University of New Mexico. Finds that novice students show large, positive gains on assessments of conceptual understanding and connected understanding of the knowledge structure of astronomy. (Contains 17 references.) Descriptors: Astronomy, Course Descriptions, Higher Education, Instructional Effectiveness
(1999). Ethnic and Culture Diversity in Rural Deaf Education Programs in New Mexico. The state of New Mexico has a generalist special education licensure that allows anyone with a special education degree to teach any child in special education regardless of disability. Although this works well to supply the demand for special education teachers in rural areas, it may not meet the unique needs of children who are deaf or hard of hearing. This paper examines the characteristics of deaf and hard of hearing children and their teachers in rural New Mexico schools. A survey was sent to the special education directors of 50 public schools identified as enrolling deaf and hard of hearing children. Results indicate that only about 31% of the teachers serving deaf and hard of hearing children had degrees in special education, and only 6 percent had specific degrees in deaf education. About 40 percent of students served, but only 7 percent of their teachers, were Hispanic. Most children communicated via speech mode. Most students were mainstreamed, and of these, two-thirds (all deaf) used interpreters in the inclusive setting, suggesting that sign language was being used where needed. About half of children used some form of amplification. The findings suggest that deaf and hard of hearing children in New Mexico may not be receiving adequate services with regard to their deafness or to their cultural background. [More] Descriptors: Deafness, Elementary Secondary Education, Ethnic Groups, Hispanic Americans
(1998). Student Transfer between New Mexico's Postsecondary Institutions, Spring 1998. This report summarizes the progress made by the Commission on Higher Education and the faculty and administrators at New Mexico's 25 postsecondary campuses in facilitating student transfer between institutions. New Mexico's colleges and universities have steadily improved their working relationships, which is based on an increased rate of transfer credits. The state's six public universities have been found to accept 94% of the credits presented for transfer. Reasons for transferring and being denied transfer are described. An analysis was performed on data from the Commission's statewide database to gather information about the representation of transfer students among bachelor's degree recipients. The study found that nearly half of New Mexico's bachelor's degrees are awarded to transfer students. In addition, most baccalaureate students enroll for more than the minimum number of credits needed for the completion of a degree. Statewide, transfer students differ little, if at all, from native students in this respect. Commission Priorities for 1998-1999 are also detailed, including the defining of the competencies expected of students when they complete the statewide common core of general education. A table describes credit hour accumulation by transfer and native students in New Mexico, by university. [More] Descriptors: Articulation (Education), Bachelors Degrees, College Graduates, College Transfer Students
(2004). State Merit Scholarship Programs and Racial Inequality, Civil Rights Project at Harvard University (The). A central dream of American parents is sending their kids to college. What used to be unusual has now become a necessity if young people are to have a secure life in the middle class in a post-industrial economy. As such, one basic goal of higher education policy should be to make certain that this opportunity is not foreclosed by a family's income or wealth. In a society where 40 percent of students are non-White, it is more important than ever to be sure that minority students can go to college. In a society that does not believe in welfare or social supports, and where fairness rests on supposedly equal access to the education needed for economic success, these should be basic principles. In a society where the cost of college is soaring, affordability is a basic dimension of fairness. Unfortunately, it is being lost in too many state policy changes. This report is divided into the following chapters: (1) State Merit Scholarship Programs: An Overview (Donal E. Heller); (2) The Devil is in the Details: An Analysis of Eligibility Criteria for Merit Scholarships in Massachusetts (Donald E. Heller); (3) Who Are the Students Receiving Merit Scholarships? (Patricia L. Farrell); (4) Georgia's HOPE Scholarship and Minority and Low-Income Students: Program Effects and Proposed Reforms (Christopher Cornwell and David B. Mustard); (5) The New Mexico Lottery Scholarship: Does It Help Minority and Low-Income Students? (Melissa Binder and Philip T. Ganderton); and (6) The Impact of Financial Aid Guarantees on Enrollment and Persistence: Evidence from Research on Indiana's Twenty-First Century Scholars and Washington State Achievers Programs (Edward P. St. John). Individual chapters contain references. (Contains 42 tables and 20 figures.) [Foreword for "State Merit Scholarship Programs and Racial Inequality" written by Gary Orfield.] [More] Descriptors: Merit Scholarships, State Aid, Student Financial Aid, Higher Education
(1999). American Indian Vocational Rehabilitation Directory, 2000. This directory lists 55 tribal vocational rehabilitation programs serving American Indians and Alaska Natives in 19 states. Sections for each state begin with a summary page, followed by a listing of individual vocational rehabilitation programs and related agencies and organizations. Each entry includes the name of the project director, postal address, telephone and fax numbers, e-mail address, and space for updates and notes. The states covered are Alaska, Arizona, California, Colorado, Idaho, Michigan, Minnesota, Mississippi, Montana, Nevada, New Mexico, New York, North Dakota, Oklahoma, Oregon, South Dakota, Washington, Wisconsin, and Wyoming. Descriptors: Alaska Natives, American Indians, Disabilities, Human Services
(2004). Child Maltreatment Prevalence and Mental Disorders Outcomes among American Indian Women in Primary Care, Child Abuse & Neglect: The International Journal. Objective: To examine (1) the prevalence, types, and severity of child abuse and neglect (CAN) and (2) the relationship between CAN and lifetime psychiatric disorders among American Indian women using primary care services. Methods: A cross-sectional study was conducted among 234 American Indian women, age 18-45 who presented for outpatient ambulatory services at a community-based Indian Health Service Hospital in Albuquerque, New Mexico. Dependent measures included mood, substance abuse, and anxiety disorders as well as posttraumatic stress disorder (PTSD) as measured by the Composite International Diagnostic Interview. CAN was assessed using the Childhood Trauma Questionnaire. Results: Approximately three-quarters of respondents (76.5%; 95% CI=70.4, 81.7) reported some type of childhood abuse or neglect; over 40% reported exposure to severe maltreatment. Severity of child maltreatment was associated in a dose response manner with lifetime diagnosis of mental disorders. After adjusting for social and demographic correlates, severe child maltreatment was strongly associated with lifetime PTSD (prevalence ratio [PR]=3.9; 95% CI=1.9, 8.0); and was moderately associated with lifetime substance use disorders (PR=2.3; 95% CI=1.6, 3.3); mood disorders (PR=2.1; 95% CI=1.4, 3.2); and with two or more disorders (PR=2.3; 95% CI=1.6, 3.4). Conclusion: CAN was common in our sample of American Indian women in primary care and was positively associated with lifetime psychiatric disorders outcomes. Screening for CAN and psychiatric disorders would enhance the treatment of patients seeking primary care services. Primary prevention of child maltreatment might reduce the high prevalence of mental disorders among American Indian women. [More] Descriptors: Child Abuse, Child Neglect, Mental Disorders, Incidence
(1999). Rio Arriba County Strategy To Combat Heroin Addiction. Hearing before a Subcommittee of the Committee on Appropriations, United States Senate, One Hundred Sixth Congress, First Session. Special Hearing (Espanola, New Mexico, March 30, 1999). At an Espanola (New Mexico) hearing, the Subcommittee on Commerce, Justice, and State, the Judiciary, and Related Agencies of the Senate Committee on Appropriations heard testimony on heroin addiction and intervention efforts in Rio Arriba County, New Mexico. An opening statement of Senator Pete Domenici outlined the problem of an epidemic of black tar heroin addiction afflicting the county, with accompanying crime and delinquency problems. A representative of the federal Office of Justice Programs (OJP) described relevant OJP initiatives, particularly Weed and Seed, which provides funding for community law enforcement, drug treatment programs, and after-school youth activities aimed at drug and delinquency prevention. Other federal officials discussed block grants and state incentive grants for drug prevention and treatment programs, the Starting Early Starting Smart program for children aged 0-7, physical and mental health problems related to drug abuse, the science of heroin addiction and treatment, and science-based drug education materials for grades 5-9. Representatives of state and local agencies discussed substance abuse-related detention costs; substance abuse, mental health, and related medical costs for local prisoners; the Rio Arriba Strategic Plan for Substance and Alcohol Abuse and Treatment; the rationale for a county-wide plan; current substance abuse reduction activities in the county; youth development as primary prevention; the high rates of drug-related death in New Mexico; the special problems of isolated rural communities; and a drug treatment program based on yoga, meditation, and nutrition. [More] Descriptors: Community Programs, Crime, Drug Abuse, Drug Addiction
(2007). Hispanic Heritage Language Speakers in the United States: Linguistic Exclusion in Education, Critical Inquiry in Language Studies. The Hispanic population of the United States is quite diverse and with each passing year, due to (im)migration patterns, more and more students are entering language classrooms with some degree of familiarity with the language. However, because of the tendency toward intergenerational loss of Spanish, the linguistic proficiency covers the bilingual continuum. Some of these individuals are Spanish-dominant, some are strongly bilingual in Spanish and English, while still others are English-dominant with some, although at times minimal, control of Spanish. The traditional response to linguistic diversity of both the education system and society in general has been an attempt to eradicate varieties other than the perceived standard. This view has been rationalized by stating that the standard language, which is selected to be taught, is the vehicle for general communication and serves many and varied public functions while a dialect is considered only to have informal daily functions, thereby hindering its usefulness for the stated functions (Hidalgo, 1990). This contributes to the common assumptions that drive the approaches to educating Hispanics in public schools and post-secondary institutions (Villa & Villa, 1998). But there are institutions where reversing language shift is a central concern, some Spanish for Native Speakers (SNS) programs (i.e., New Mexico State University, which is located in a heavily Mexican/Mexican-American populated area) make no effort to modify or eradicate the varieties of Spanish spoken by students in the program. One of its major goals is to preserve students' heritage varieties of Spanish (Villa & Villa, 1998). Even so, some of Hispanic students are reluctant to participate in SNS programs because they, as many speakers of minority languages, often internalize the negative attitudes of others towards their heritage language variety, and develop a belief that the way they speak is somehow "bad." These factors are directly related to the creation of an identity with a particular group. This is a complex process involving cultural, linguistic, psychological and social components. Thus, it is essential to understand the labels heritage language speakers use to identify themselves as well as their language use because the Spanish-English bilingual dynamic in many areas of the United States creates an environment in which Spanish speakers identify themselves in two languages, thereby creating a possible dichotomy in the labels they use. According to Le Page and Tabouret-Keller (1985, p. 221), "[m]embers of the younger generation seem to be able to establish their ethnic identity separately from their language identity" while for their parents' generation "ethnic choice had to coincide more or less with language choice." Given the fact that heritage language skills that students bring to the classroom have been belittled or completely ignored by many, those of us involved in the education of this population must place a positive emphasis on those skills. [More] Descriptors: Ethnicity, Negative Attitudes, Heritage Education, Familiarity
(1998). School Finance Reform in New Mexico, Journal of Education Finance. During 1995 to 1996, a state-appointed task force examined historical information about New Mexico's school funding, the context of K-12 education, major funding-formula changes since 1974, data from interviews and surveys of school personnel, and data on fiscal capacity, tax effort, equity, and costs. Funding formula changes were recommended. (21 references) Descriptors: Educational Equity (Finance), Educational Finance, Elementary Secondary Education, Finance Reform
(2004). MentorLinks: Advancing Technological Education. Project Brief. AACC-PB-04-01, American Association of Community Colleges. The American Association of Community Colleges with support from the National Science Foundation created the "MentorLinks" Advancing Technological Education program to help community colleges develop or strengthen technician training programs in the science, technology, engineering, and mathematics fields. The program works with community colleges to establish connections for new ideas and relationships through networking opportunities at program meetings and national conferences; and to gain insight on building and sustaining new programs. "MentorLinks" features professional development opportunities and technical assistance for community colleges, with emphasis on mentoring relationships. Through a national grant competition, a peer review team selected seven community colleges (Albuquerque TVI Community College, NM; Flathead Valley Community College, MT; Gadsden State Community College, AL; Kentucky Community and Technical College System, KY; Lake Land College, IL; Riverland Community College, MN; and University of New Mexico-Valencia Campus, NM) and six mentors working in diverse areas of technician education to participate in a two-year grant project beginning in September 2002. Modeled after a previous pilot project, "MentorLinks" brings together community colleges seeking program support and pairs them with an experienced mentor in their disciplinary field. Mentors have strong credentials and extensive experience in planning and implementing advanced technology programs. Each college receives a total of $9,500 in direct funding for program development, and additional monies for travel support to attend national project meetings and conferences. For each of the seven "MentorLinks" community colleges, this document presents program highlights and contact information. AACC "MentorLinks" Mentor Team information is also included, followed by a list of selected Web site resources. [More] [More] Descriptors: Technology Education, Mentors, Educational Opportunities, Community Colleges
(1999). Unlocking the Future: Early Literacy, SEDLetter. This newsletter of the Southwest Educational Development Laboratory (SEDL)contains a collection of articles which discuss various aspects of early literacy. Articles in the newsletter are: "Introduction: Reading Instruction, a Key to the Future"; "Ensuring Early Literacy through Coherent Instruction" (Leslie Blair); "Reading across the Region" (Leslie Blair)–the "region" consists of the states of Arkansas, Louisiana, New Mexico, Oklahoma, and Texas; "New Mexico State University Is up to the Challenge" (Pamela Porter); "Cooperative Education–The Key to Bilingual Success?" (Pamela Porter); "The Reading Success Network: Linking Teachers, Building Community" (Jill Slack); and "Resources for Improving Children's Ability To Read" (compiled by the SEDL Office of Institutional Communication and Policy Services). [More] Descriptors: Beginning Reading, Bilingual Education, Cooperative Education, Emergent Literacy