Bibliography: New Mexico (page 058 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Barbara Warman, Ofelia Zepeda, William A. O'Keefe, Patricia MacGregor-Mendoza, Akira Yamamoto, New Mexico Commission on Higher Education., Sheilah Nicholas, Marguerite D. Carroll, Jaime Grinberg, and Walter S. Smith.

Mitchell, Rosalita (1998). World Class Teachers, American School Board Journal. School communities are challenged to find ways to identify good teachers and give other teachers a chance to learn from them. The New Mexico World Class Teacher Project is encouraging teachers to pursue certification by the National Board for Professional Teaching Standards. This process sharpens teachers' student assessment skills and encourages collaborative activities, teacher leadership, and reform advocacy. Descriptors: Educational Improvement, Elementary Secondary Education, Student Evaluation, Teacher Certification

New Mexico State Univ., Las Cruces. (1985). Indian Resource Development. Annual Report, 1984-1985. Operating in 1984-85 with a budget of $216,000 appropriated by the New Mexico State Legislature, the Indian Resource Development (IRD) Program continued its efforts to develop a corps of professionally trained American Indians in fields related to natural resource development. As of June 1985 IRD maintained a roll of 863 participants–Indian students who have indicated an interest in or who are pursuing technical career training. Services to these participants included information on careers, colleges and universities, sources of financial aid, summer jobs, cooperative education internships, and job opportunities in technical fields. Efforts to recruit high school students into college and technical careers included visits to some 14 New Mexico high schools with American Indian students enrolled, pre-college orientations (including study skills and career counseling as well as overviews of natural-resource related careers), and the publication of a newsletter aimed specifically at high school students. Work experience opportunities were a main component of IRD's efforts to retain students in college programs. IRD continued its policy of cooperation with numerous state and tribal institutions and worked closely with New Mexico State University, University of New Mexico, and New Mexico Institute of Mining and Technology. Descriptors: Agriculture, American Indian Education, American Indians, Career Guidance

Smith, Walter S. (1998). Native American Perspectives, Science Teacher. On the Fajada Butte in New Mexico, 11th-century Anasazi constructed a site that marks the high and low points of the orbits of the sun and the moon. This unit on astronomy challenges students to think differently about the moon and about the ability of native people to understand the natural world. Includes resources for further study. Descriptors: American Indian Studies, Astronomy, Consciousness Raising, Epistemology

Martinez, Frank D. (1998). Building on Community Confidence: UNM's Division of Continuing Education and Community Services Reaches Out to Non-Traditional Learners, Quantum: Research & Scholarship. The University of New Mexico's Division of Continuing Education and Community Services provides an array of services throughout the wider Albuquerque area, including extension-credit offerings; continuing professional education for teachers, counselors, and health professionals; personal-enrichment courses; cultural events and field trips; a Spanish Resource Center; and cooperative courses with universities in Mexico and other countries. Descriptors: Adult Education, Community Education, Continuing Education, Cultural Activities

Linn, Mary S.; Naranjo, Tessie; Nicholas, Sheilah; Slaughter, Inee; Yamamoto, Akira; Zepeda, Ofelia (2002). Awakening the Languages. Challenges of Enduring Language Programs: Field Reports from 15 Programs from Arizona, New Mexico and Oklahoma. The Indigenous Language Institute (ILI) collaborates with indigenous language communities to combat language decline. ILI facilitates community-based language programs, increases public awareness of language endangerment, and disseminates information on language preservation and successful language revitalization programs. In response to numerous questions about what works, ILI researchers visited 15 language programs in Arizona, New Mexico, and Oklahoma. This paper reports findings on Oklahoma. With the exception of California, Oklahoma has the greatest diversity of Native languages and peoples in the United States. All Native languages in Oklahoma are threatened; most are severely endangered. A chart presents languages and linguistic families of Oklahoma, with number of speakers. Oklahoma tribal people do not have a land base, and their children are seldom the majority in public schools. Most Native language programs are grassroots and struggle for funds, teachers, and even community acceptance. Most programs pass through certain vital stages: commitment of the heart, awareness of the reality of the language situation, committed experimentation, re-contextualizing language and culture, transforming the culture of school, re-creating classrooms, and changing attitudes from hurt to responsibility. Successful approaches include using community language teams, promoting immersion, being family-oriented, setting goals, developing a few fluent speakers before expanding the program, balancing tradition and innovation, addressing language variation issues, working through politics, and persevering. The following are not necessary: money, tribal support, or a large number of speakers. ILI plans to create "facts" and "how-to" brochures are described. (Contains 34 references.)   [More]  Descriptors: American Indian Education, American Indian Languages, Community Programs, Educational Strategies

Stangl, Karin, Ed. (2000). Our Land, Our Trust, Our Future: Preparing for Tomorrow. 2000 Annual Report. Under New Mexico's constitution, the State Land Office administers 9 million acres of surface and 13 million acres of mineral rights for its beneficiaries. Each acre of land or mineral rights is designated to a specific beneficiary, with public schools receiving most of revenues. This annual report for fiscal year 1999-2000 details these revenues and their distribution and describes agency efforts to preserve the lands, provide outdoor and environmental education opportunities for New Mexico's schoolchildren, and pursue mixed-use development compatible with local communities' needs and desires. In fiscal year 2000, the agency distributed over $295 million: 82 percent to public schools, 8 percent to special schools, 3 percent to higher education, and 7 percent to hospitals and other beneficiaries. The agency works together with schools and other interest groups to raise public awareness about land conservation programs and issues and to make trust lands available as outdoor classrooms. Agency personnel help prepare lessons plans, assist with outdoor instruction, and present an annual award to an outstanding participating teacher. Staff have identified about 50,000 acres of trust lands as suitable for development. The most prominent development project is Mesa del Sol, near Albuquerque, intended as an innovative model for sustainable community development. This report includes extensive financial details; lists of past commissioners, advisory board members, and award-winning teachers; legislation and policy developments; and strategies to protect nonrenewable assets and sustain the land.   [More]  Descriptors: Annual Reports, Conservation (Environment), Elementary Secondary Education, Environmental Education

O'Keefe, William A.; Joe, Jimson (1998). Legendary Science, Science Teacher. Spiders and insects are studied in both Navajo Studies and science classes at a middle school in New Mexico. In Navajo Studies, students learn the names of ground-dwelling insects and the connection between those names and traditional Navajo stories. In science class, students study arthropods to illustrate taxonomy of life, trophic and biological behaviors, and seasonal population dynamics. Descriptors: American Indian Studies, Entomology, Field Studies, Interdisciplinary Approach

Bareiss, Warren (1998). Public Space, Private Face: Audience Construction at a Noncommercial Radio Station, Critical Studies in Mass Communication. Examines the discursive construction of audience identity at a public radio station in New Mexico by investigating listener letters printed in the radio station's newsletter. Shows how the letters frame the audience in particular ways. Discusses listener letters as an ongoing text, and spatial discourse as metacommunication. Descriptors: Audience Analysis, Letters (Correspondence), Media Research, Radio

Carroll, Marguerite D. (1998). Making the Grade: Can BIA Schools Educate Today's Kids in Yesterday's Classrooms?, American Indian Report. Ninety percent of the 185 Bureau of Indian Affairs' schools have at least one serious environmental problem. Two-thirds of schools lack infrastructure to connect to the Internet. Tribes and states need to lobby the Senate Appropriations Committee for funding. Sidebar tells of successes, despite the problems, at Santa Fe Indian School (New Mexico) and Tiospa Zina (South Dakota). Descriptors: American Indian Education, Building Obsolescence, Construction Needs, Educational Environment

New Mexico State Univ., Las Cruces. (1984). Indian Resource Development. Annual Report, 1983-1984. With a budget of $210,000 appropriated by the New Mexico State Legislature, the Indian Resource Development (IRD) Program marked its eighth year by continuing to develop a corps of professionally trained American Indians in fields related to natural resource development in New Mexico through college academic education and related practical work experience. These services are provided both individually and through IRD contracts with programs at New Mexico State University, the University of New Mexico, and the New Mexico Institute of Mining and Technology. Following the introduction and a brief history of IRD, the report covers: leadership (permanent staff and program); recruitment of Indian high school and college students; student services (financial aid information, retention, tutoring and counseling); student seminars (pilot seminar in cognitive development for incoming engineering freshmen); work experience through part-time employment, work study, summer jobs, internships, co-op assignment, and employment assistance. Other topics of the report include: high school orientation; program support from colleges of engineering, business administration and economics, and agriculture; and program related staff activities. Numerous appendices include committee agendas and reports; examples of letters and forms; and student test results and evaluations. Descriptors: Agriculture, American Indian Education, American Indians, Career Guidance

Johnson, Jeannie (1998). New Program Builds Bridges for Hearing Impaired, American Language Review. Describes a new approach to teaching English-as-a-Second-Language to New Mexico elementary school students who have hearing impairments and whose dominant language is American Sign Language (ASL). These students must first acquire ASL as a bridge to learning English. Then, using the bilingual approach, they are able to focus on English literacy. Descriptors: Bilingual Education, Deafness, Elementary Education, English (Second Language)

Grinberg, Jaime; Goldfarb, Katia Paz (1998). Moving Teacher Education in/to the Community, Theory into Practice. Describes a set of structured experiences within a preservice teacher education program that helped construct, with the students, a critical perspective toward better understanding pupils' home, community, and school lives. The structured experiences occurred within a New Mexico school community research project combined with a course on families, schools, and communities. Descriptors: Consciousness Raising, Diversity (Student), Elementary Secondary Education, Family Influence

New Mexico Commission on Higher Education. (1998). Capital Project Recommendations for Higher Education, 1998-99. This report presents recommendations of the New Mexico Commission on Higher Education for capital projects for fiscal year 1998-99 in New Mexico's public four-year and two-year postsecondary institutions, vocational-technical institutes, and constitutional special schools (for the deaf, the visually handicapped, and the New Mexico Military Institute). The recommendations were culled from 102 separate institutional requests totaling $292.5 million. The final recommendations totaling $74.2 million, for projects of "significant need," and an additional $57.4 million for six projects in the "needed" category. The first section of this report begins with an overview of the policy framework; it is followed by a summary of higher education capital issues and extended learning issues, a summary of student enrollment data, and summaries of requests and recommendations. Additional sections present the final recommendations in priority order, including a description of each project noting both the institution's request, the final recommended funding level, and budget breakdowns. Presented separately are recommendations in priority order for projects funded by the extended learning fund. A map of the New Mexico extended learning infrastructure is also included.   [More]  Descriptors: Budgeting, Capital Outlay (for Fixed Assets), Community Colleges, Disabilities

Warman, Barbara (1998). Trends in State Accreditation Policies. Public Policy Report, Young Children. Illustrates trends and issues associated with public policies promoting early childhood program accreditation. Describes differential rate policies in Florida, New Mexico, Kentucky, Mississippi, Minnesota, New Jersey, and Oklahoma; support provided for accreditation in Arizona, Connecticut, District of Columbia, Texas, and Wisconsin; and linking accreditation to other funds in Iowa and Massachusetts. Makes recommendations for effective policy regarding program accreditation. Descriptors: Accreditation (Institutions), Early Childhood Education, Public Policy, State Legislation

MacGregor-Mendoza, Patricia (1998). Language and the Bilingual Teacher: Use, Attitudes, Roles, Southwest Journal of Linguistics. Structured interviews were conducted with bilingual educators in Southern New Mexico/West Texas. to determine these professionals' attitudes toward Spanish and English and to identify their public and private uses of both languages. Results indicate that while the educators continue to hold Spanish in high regard, their use in both public and private realms lags behind English. Descriptors: Bilingual Teachers, Bilingualism, English, Foreign Countries

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