Bibliography: New Mexico (page 061 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Thomas Fagan, Nicole Stoops, Jule Gomez de Garcia, Donald E. Heller, Heather Hartline, Lotte Smith-Hansen, H. Prentice Baptiste, Austin Southwest Educational Development Lab., Lillian Coltin, and Zena Rudo.

Hartline, Heather; Henchy, Geri (2002). WIC Partnerships and the Nurturing Parent. The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) is a federally funded preventive health and nutrition program administered by the U.S. Department of Agriculture through state and local agencies and provides services to nutritionally at risk low-income pregnant women, postpartum women, infants, and children up to age 5. This report, designed as a resource in developing innovative nutrition education and service efforts, focuses on successful WIC parenting education collaborations–efforts to weave together services that address the parenting, nutrition, cognition, and health needs of WIC families through innovative nutrition education in cooperation with parenting, literacy, and early childhood development initiatives. Five model programs from local and state agencies were selected for inclusion in this report, based on their innovative means of enhancing nutrition education. The programs are based in California, Massachusetts, Missouri, New Mexico, and Vermont. In addition to contact information and program overview, each program description provides information on the program location, agency partners, program establishment, program participants, program structure, and funding and training resources. The report concludes with a list of resources for creating WIC parent education partnerships.   [More]  Descriptors: Agency Cooperation, At Risk Persons, Delivery Systems, Family Programs

Gomez de Garcia, Jule; Olson, Maureen; Axelrod, Melissa (2002). The Importance of Women's Literacy in Language Stabilization Projects. Experiences with indigenous people in Mexico and New Mexico illustrate that there are cultural and situational constraints on women's literacy. A participatory demonstration in linguistics in which the demonstrator is largely silent highlights the group dynamics of learning communities that develop in successful literacy and stabilization projects. The leadership shifts, often without the conscious consent of the group, and new leaders emerge as the task changes because one person cannot be the master of all skills. These shifts in leadership can create problems when the organizational bureaucracy appoints a leader who does not recognize the leadership potential of each member in the project. This is especially problematic when the appointed leader is a man and the emergent leader is a woman. Cultural norms often do not allow or encourage such an arrangement. For most tribes working toward stabilizing their languages, involvement of the community, consensus from the community on ways of proceeding, negotiation among community members when a problem arises, and support of the individual learner by the community of learners are crucially important. A community that can resolve these issues will have taken great strides toward becoming a literate community before the first word is ever written or read. In many day-care, preschool, and immersion programs, the majority of the teachers are women. Therefore, involving women in this kind of planning is crucial. An Apache women's literacy camp is described in which women report feeling more relaxed without the presence of men.   [More]  Descriptors: American Indian Education, Community Cooperation, Cultural Influences, Females

Center for the Study of Teaching and Policy (2002). What School Districts Spend on Professional Development. Teaching Quality Policy Briefs. Number 6. The study summarized in this policy brief analyzed available data on the financing of teacher professional development in this country. It drew from data gathered in 1992, 1995, and 1998 by two national surveys of public school districts. Overall, expenditures for instructional staff support grew slightly during the 1990s. As a share of total budgets, it increased by one quarter of one percent. However, 23 states reported an increase less than this, and 17 states actually reported a decrease. A few–the District of Columbia, New Mexico, Kansas, Louisiana, and Wisconsin–increased their expenditures at twice the national average between 1991-92 and 1997-98. Several states decreased their expenditures quite significantly (Kentucky, Hawaii, Oregon, New Jersey, and North Carolina). The per-pupil expenditure increased from $168 to $241, or a 43% increase, but inflation makes this a nominal change. Furthermore, the spending variability within states generally remained stable although some, notably Texas, experienced a dramatic reduction in the variability of spending among its districts. Implications for research and policy are discussed. (Contains 2 tables.) [This Center for the Study of Teaching and Policy (CTP) Brief is based on an article published in The Journal of Education Finance, "School District Spending on Professional Development: Insights Available from National Data (1992-1998)," Summer 2002 (Kieran M. Killeen, David H. Monk, and Margaret L. Plecki).]   [More]  Descriptors: National Surveys, School Districts, Faculty Development, Expenditures

Arizona State Univ., Tempe. Hispanic Border Leadership Inst. (2002). A Compromised Commitment: Society's Obligation and Failure To Serve the Nation's Largest Growing Population. A Report on the Educational Experience of Latinos in Five Western States. The Latino population in the United States is growing, especially school-aged children. Yet, because most of the increase in the Latino population is concentrated in the Southwest, the educational problems and needs of this population are viewed as state or regional issues. Policymakers must look beyond their state borders and realize that in this matter, the Southwest is a bellwether for the country, and systemic changes that address Latino educational issues will benefit all of America. This report presents a snapshot of the current educational conditions and circumstances of Latino youth in Arizona, California, Colorado, New Mexico, and Texas. Sections on the region and on each state provide data on Latino population growth, Latino K-12 enrollment, enrollment of students with limited English proficiency, Latino high school graduates, dropout rates, enrollment in community colleges and four-year colleges and universities, and state expenditures. Discussion focuses on the deficiencies of education for Latino students; social attitudes, as reflected in the mindset of policymakers and voter endorsement of anti-bilingual education initiatives; court litigation on behalf of Latino students; and state legislation and expenditures. Specific recommendations are offered for each state. (Contains 50 references.)   [More]  Descriptors: Academic Achievement, Educational Attainment, Educational Indicators, Educational Needs

Southwest Educational Development Lab., Austin, TX. (2002). A Description of SEDL's Intensive Sites: Working Systematically To Create High-Performing Learning Communities. Research Report. This report discusses low-performing school districts identified by the Southwest Educational Development Laboratory (SEDL). It is based on a 5-year contract in which SEDL tried to transform low-performing schools in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas into high-performing learning communities. The first part of the paper describes the preparation that SEDL undertook for identifying the districts within the five states and the criteria for the selection of sites. A second section gives a brief account of SEDL's experiences in recruiting the sites and its initial work at each locale. The third section identifies and describes the sites in which SEDL is currently working and the status of the project at the end of FY01. The sources of data for the descriptions and charts are the site coordinator, site specialists, and Web sites maintained by the U.S. government or the five state education agencies. SEDL was working at 17 sites by the end of FY01. Most of these were composed of a district team and two schools associated with the district. Although the district sites range widely in size, they all face high poverty, low performance, and high percentages of minority population students. Each site is described in the report.   [More]  Descriptors: Comprehensive Programs, Disadvantaged Schools, Educational Administration, Educational Change

Fagan, Thomas (2002). Implications of the No Child Left Behind Act for States in the Southwestern Region. Policy Brief. The No Child Left Behind Act (NCLB) has made substantial changes to the Elementary and Secondary Education Act (ESEA). These changes range from new assessment and accountability provisions in Title I that affect states, school districts, and schools to increased flexibility in use of funds for several programs, including the ability to consolidate funds from certain programs at both state and local levels. Implementing these changes poses difficult challenges for school officials at all levels. The purpose of this paper is to help educational leaders in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas gain increased knowledge of these challenges through increased understanding of the main changes in the law, and of the current situation in the states concerning the new provisions. The scope of the NCLB covers many programs and topics, and contains themes including standards, assessment, and accountability; improving teacher quality; increasing options for parents; flexibility for states, school districts, and schools; and increased attention to literacy. This paper is organized around these themes, along with the use of scientifically based research. Two appendices contain definitions of "highly qualified teacher" and "scientifically based research."   [More]  Descriptors: Administrator Guides, Administrators, Educational Legislation, Elementary Secondary Education

Carpluk, Ac'arralek Lolly Sheppard (2002). Who Is This Child Named WIPCE?, Sharing Our Pathways. The World Indigenous Peoples Conference on Education (WIPCE) has been held every 3 years since 1987. The conference brings together indigenous peoples from around the world to share their similar struggles to improve indigenous education. The first five conferences were held in British Columbia, New Zealand, Australia, Hawaii, and New Mexico. In August 2002, the sixth conference drew 2,500 people to the Nakoda Nation Reserve near Morley, Alberta, Canada. The conference aimed to celebrate the sharing of indigenous-based initiatives by featuring holistic educational efforts to maintain and perpetuate indigenous ways of knowing and promote the positive development of indigenous communities. The cultures and traditions of the indigenous nations present were honored through ceremonies, evening cultural exchanges and performances, and incorporation of the teachings and experiences of Elders in various workshops and activities. As indigenous peoples strive to gain greater autonomy in their everyday lives, to exercise control over the education of their children, and to overcome the effects of colonialism, presenters were encouraged to share how they are implementing the provisions of the Coolongata Statement on Indigenous Rights. Representatives from New Zealand, Canada, Australia, and the United States established the new World Indigenous Nations Higher Education Consortium to provide an international forum for pursuing common goals through higher education. These goals include the articulation of indigenous epistemology, protection of spiritual beliefs, advancement of the status and well-being of indigenous peoples, and creation of an indigenous accreditation body.   [More]  Descriptors: American Indian Education, Conferences, Consortia, Cultural Maintenance

WestEd, San Francisco, CA. (2002). Voices from La Frontera: Study of School Districts along the United States/Mexico Border. School board associations in California, Arizona, New Mexico, and Texas jointly commissioned this report to identify common issues in K-12 education along the United States/Mexico border. Surveys returned from 206 school districts within 100 miles of the border indicate that this is a diverse and historically impoverished region with a growing population of primarily Latinos and Whites. Common concerns included inadequate education funding; a shortage of qualified teachers; and significant fluctuations in student enrollment and attendance that make it difficult to predict revenue streams and plan budgets, predict staffing needs, and maintain continuity in instruction. Students who live in Mexico but attend school in the United States force district leaders to choose between enforcing residency rules or educating all children in their binational communities. Responding to family and student needs, border districts typically deliver services such as health and dental care, life and study skills classes, and classes for parents on the American educational system. Policy implications are that districts offering health and social services need additional support, methods for easing the teacher shortage and erratic student attendance must be identified, and state and federal policies must be analyzed to identify conflicts among existing regulations and potential resolutions. In particular, the No Child Left Behind Act of 2001 should be analyzed for the opportunities and challenges it presents. (Contains 43 references.)   [More]  Descriptors: Ancillary School Services, Attendance, Biculturalism, Educational Finance

Banks, Carolyn (2002). The Visioning Virus History. Rural areas of the world share many common problems, such as a lack of diverse educational and economic development opportunities. This paper argues that only when rural areas develop strong partnerships among organizations with diverse strengths, and these organizations bring some measure of power to these partnerships, will these rural areas be able to compete with urban areas. The author describes the Rural Community College Initiative (RCCI) at New Mexico State University at Carlsbad, funded by the Ford Foundation. RCCI expired in June 2002, but the RCCI team incubated Community Vision in order to continue the work of RCCI. The Community Vision Board has determined that its value to the community is as a facilitator for grassroots democracy to identify quality of life issues in a process they call The Visioning Virus. The Vision project offers leadership from a supporting position, thus allowing community groups to create their own community development programs. Groups of people working on goals set during the Visioning process are the primary measure of Community Vision success. During the initial Visioning process, there were over 1,000 community goals adopted. More than 2,000 citizens voted on the goals, and the top 30 were selected for research and/or implementation by a team of volunteers. Charts delineating goal statements, number of votes per statement, and state of progress per goal are appended.   [More]  Descriptors: Community Colleges, Community Coordination, Community Development, Rural Areas

Raborn, Jim (2002). Advocates for Success: Creating an Innovative Educational Model for Diverse Special Populations. This brief paper describes a program to increase the number of Native American students identified and placed in one Albuquerque, New Mexico, elementary school's gifted education program. Introductory information notes the general underrepresentation of Native Americans in gifted education programs and their disproportionately high representation in remedial special education programs. Prior to this program's implementation, the target elementary school had no Native American students identified as gifted, even though Indian students comprised 11.8 percent of the school's enrollment. A voluntary after school and summer enrichment program was created to address the cognitive and affective domains of students in grades 3-5. The Ohiyesa program used cooperative learning, team-building, demonstration, and modeling activities in a program designed to build cognitive, affective, social, and aesthetic skills. More than 150 children and their families participated in the program during the first 5 years. In 1997-98, following program implementation, statistics indicated that eight of the 26 identified gifted program participants were considered Native American, all of whom attended the Ohiyesa program. (Contains 15 references.)   [More]  Descriptors: Ability Identification, American Indians, Disproportionate Representation, Elementary Education

Heller, Donald E., Ed.; Marin, Patricia, Ed. (2002). Who Should We Help? The Negative Social Consequences of Merit Scholarships. This is a collection of papers from a 2001 symposium at Harvard University entitled "State Merit Aid Programs: College Access and Equity." After a Foreword by Gary Orfield, the seven papers are (1) "State Merit Scholarship Programs: An Introduction" (Donald E. Heller); (2) "Merit Scholarships and College Access: Evidence from Florida and Michigan" (Donald E. Heller and Christopher J. Rasmussen); (3) "Incentive Effects of New Mexico's Merit-Based Scholarship Program: Who Responds and How?" (Melissa Binder, Philip T. Ganderton, and Kristin Hutchens); (4) "Race and the Effects of Georgia's HOPE Scholarship" (Christopher Cornwell and David B. Mustard); (5) "Race, Income, and the Impact of Merit Aid" (Susan Dynarski); (6) "Do State Financial Aid Programs Cause Colleges To Raise Prices? The Case of the Georgia HOPE Scholarship" (Bridget Terry Long); and (7) "Merit Scholarships and the Outlook for Equal Opportunities in Higher Education" (Patricia Marin). (Individual papers contain references.)   [More]  Descriptors: Access to Education, Equal Education, Financial Support, Higher Education

Hobbs, Frank; Stoops, Nicole (2002). Demographic Trends in the Twentieth Century. Census 2000 Special Reports. This report consolidates U.S. Census information from 1900-2000 to illustrate population changes over the 20th century. The population more than tripled, from 76 million in 1900 to 281 million in 2000. It grew increasingly metropolitan each decade. In 1900, half of the population was under 22.9 years old. By 2000, half of the population was over 35.3 years old. During the century, the population over age 64 increased tenfold. The country's gender composition shifted from majority male to majority female around midcentury. From 1900-2000, the number of non-southern states with populations of at least 10 percent races other than White increased from 2 to 26, reflecting the spread of diversity nationwide. From 1980-2000, the Hispanic population more than doubled. By 2000, California, Hawaii, New Mexico, and the District of Columbia had predominantly minority populations. Before 1950, over half of all occupied housing units were rented. By 1950, homeownership became more prevalent than renting. At the end of the 20th century, householders who were Black, Hispanic, or two or more races were more likely to rent than own their homes. In 1900, the most common household contained seven or more people. From 1940-2000, it contained two people. Between 1950-2000, married couple households declined from more than three-fourths of all households to just over one-half.   [More]  Descriptors: Age Differences, Diversity, Family Size, Homeowners

Coltin, Lillian (2002). Enriquecimiento del horario extra-escolar de los ninos (Enriching Children's Out-of-School Time). ERIC Digest. School-age children between the ages of 5 and 14 spend up to 80% of their time out of school. These hours represent an opportunity to help children grow and acquire important social, emotional, cognitive, and physical skills and to help them develop lifelong interests. This time can also be used to provide support for the academic challenges faced by children each day in school. Out-of-school time programs provide opportunities for young adolescents to learn skills that are not usually acquired in school, such as athletic and artistic performance skills. Programs may also extend and enrich academic skills by enabling participation in a debate club or computer club. This Spanish-language Digest examines two broad categories of enrichment programs–extracurricular and academic enrichment–and describes specific programs, such as the Art Moves Us program in Santa Fe, New Mexico, and LA's BEST in Los Angeles, California. The Digest also discusses program funding opportunities and gives examples of specific programs such as the MOST Initiative in Boston, Chicago, and Seattle. (Contains 11 references.)   [More]  Descriptors: Academic Achievement, After School Education, After School Programs, Community Programs

Pan, Diane; Rudo, Zena; Smith-Hansen, Lotte (2002). Resource Allocation and Student Performance Improvements in 12 Districts in the Southwest Region. A policy research study examined the allocation of financial and human resources in 12 school districts that have shown improvements in student achievement over time. The study examined district-level patterns of resource allocation and the decision-making structures that guide spending, as well as barriers and challenges. Data were gathered from national data sets and from interviews, focus groups, and surveys of decision-making personnel in three districts in Arkansas, Louisiana, New Mexico, and Texas. Descriptions of the staffing and fiscal practices of the improvement districts, and comparisons of each district to groups of districts of similar size within their respective state were analyzed. The study found that the 12 improvement districts were able to make sustained improvements in student performance without having substantially more resources than comparable districts. The improvement districts spent available funds more efficiently than other districts by relying on data-driven allocation resources. Additionally, the improvement districts focused on recruitment and retention efforts, salary and incentive structures, and staff-support systems to ensure having a quality staff. Finally, the 12 districts sought to improve students' performance by focusing attention and resources on instructional activities.   [More]  Descriptors: Academic Achievement, Administrative Policy, Economics of Education, Educational Equity (Finance)

Kurubacak, Gulsun; Baptiste, H. Prentice (2002). Creating a Virtual Community with PT3: College of Education Students' Beliefs, Expectations and Attitudes toward Online Learning. Through the Preparing Tomorrow's Teachers to Use Technology (PT3) project, online distance courses in College of Education at New Mexico State University (NMSU) have become an essential component of the Teacher Education Program. Pre-service teachers have been engaged in the process of learning with and about technology. The main purpose of this study is to describe and analyze College of Education students' beliefs, expectations, and attitudes toward online learning. This is a qualitative ongoing case study. Through purposive sampling techniques, 21 students from 6 different online graduate courses in the College of Education were selected as participants. Videotaped interviews were conducted to explore and evaluate students' reflections toward online learning in its natural environment. This study is exploratory in order to allow insights to emerge from a recursive data analysis process. The variables in the site of the research are highly complex and extensive. The research data is very context dependent and needs to be collected in its natural environment without controls and manipulations.   [More]  Descriptors: Computer Assisted Instruction, Computer Attitudes, Computer Uses in Education, Data Analysis

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