This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Beth McNeil, Charles R. Stoughton, Karen Watkins, Beverly T. Watkins, Roberta L. Derlin, Tracey E. Cascadden, Michael Hensley, Marcy B. Wood, Christie Lum, and Ann M. Navarro.
(1979). Indian Immigrants in New Mexico, La Confluencia. In the past, American Indians were drawn to the Southwest for essentially the same economic reasons as other people. Today, most of the nearly 40,000 out-of-state Indians residing in New Mexico came for much the same reasons–employment, education, and health opportunities. [More] Descriptors: American Indians, Cultural Exchange, Immigrants, Relocation
(1999). The Natural Sciences Program at the University of New Mexico: Personalizing Science for Elementary Education Majors. This paper describes the philosophy, implementation, and assessment of the Natural Sciences (NatSci) Program at the University of New Mexico which is designed to provide preservice elementary and middle school teachers with the understanding of science content and processes necessary to teach science confidently and competently in their future classrooms. The program's emphasis on small classes, concept-building, integration of sciences, diverse learning styles, and the use of constructivist teaching techniques appear to be successful in increasing students' comfort level in science. [More] Descriptors: Cognitive Style, Constructivism (Learning), Elementary Education, Elementary School Teachers
(2008). Building Schema for English Language Learners, Online Submission. Background: Many classrooms today have ESL students who do not speak English and are completely lost. How can teachers help these students comprehend what they are learning in English? Purpose: The purpose of this research is to identify effective reading strategies to build schema for English language learners (ELLs) to help them comprehend. Research Design: Descriptive. Findings: When working with ELLs, teachers must be cautious with the assumptions about what they already know about the topic being discussed. According to Echevarria and Short (2004/2005), when ELLs are struggling with class work, teachers should take under consideration that the problem may be linked to background knowledge and does not necessarily mean it is due to intellectual ability. To help students learn new information, it is important to find out what they already know. This requires specific preparation in working with ELLs in order to determine what their prior education experiences were. A way to assess a student's background knowledge is to brainstorm and cluster in small groups on a topic that will be taught. Teachers cannot assume that a student has the same background experiences as their peers because they live in the United States and are the same age (Rea & Mercuri, 2006). Given the importance of building background knowledge and helping ELLs create schema, various strategies can be implemented including: Pre-reading, Communicative Pre-Reading, Vocabulary Instruction, Visual Cues, Questioning Methods, Comprehension Instruction, and Appreciating Their Culture. Conclusion: In conclusion, the research presented reveals meaningful strategies that will help ESL students build and activate background knowledge. This in turn will help them develop a schema when reading or listening to a message and be able to say, "Aha, that reminds me of" and make connections to the text. With enough practice, modeling, and exposure, teachers can implement some of these strategies in their classrooms to accommodate ESL students that may be present. Building background knowledge is critical for ELLs because they do not bring the same experiences that others may have due to their culture and/or past experiences. Teachers must be conscientious of these factors and keep them in mind when planning instruction. Most importantly, teachers must take time to listen to their students discuss different topics and texts by asking probing questions that promote elaborate responses and provide experiences to make this possible. By helping ESL students feel that their culture is valued through literature, they will become comfortable in discussing prior experiences; this helps teachers become familiar with their students' prior knowledge and cultural backgrounds. The more teachers know about their students' culture and background knowledge, the easier it will be to identify what strategies they need to build schema and help them become independent readers. Citation: American Federation of Teachers. (2002). Teaching English-Language Learners: What Does the Research Say? Educational Issues Policy Brief, 14, 1-8. Carrell, P. L. (1989a). SLA and classroom instruction: Reading. Annual Review of Applied Linguistics 1988, 9, 233-242. Echevarria, J., & Short, D. (2004/2005). Teacher Skills to Support English Language Learners. Educational Leadership, 62(4), 8-13. Fitzgerald, J., & Graves, M. F. (2004/2005). Reading Supports for All. Educational Leadership, 62(4), 68-71. Freeman, D. E., & Freeman, Y. (2000). Teaching reading in multilingual classrooms. Portsmouth NH: Heinemann. Grabe, W. (1991). Current Developments in Second Language Reading Research. TESOL Quarterly, 25(3), 375-406. Kant, Immanuel. (1963). Critique of pure reason. (1st ed. 1781, 2nd ed. 1787, N. Kemp Smith, Trans.). London: MacMillan Publishing Co. Leos, K. (2004). No child left behind Paper presented at the annual conference of the National Association for Bilingual Education, Albuquerque, New Mexico. Mercuri, S. P. & Rea, D. M. (2006). Research-Based Strategies for English Language Learners. Portsmouth, NH: Heinemann. Pearson-Casanave, C. R. (1984). Communicative Pre-Reading Activities: Schema Theory in Action. TESOL Quarterly, 18(2), 334-336. Peregoy, S. F., & Boyle, O. F. (2000). English Learners Reading English: What We Know, What We Need to Know. Theory into Practice, 39(4), 237-247 [More] Descriptors: English (Second Language), Second Language Learning, Reading Strategies, Instructional Effectiveness
(1978). Pre-Student Teaching Program, Module I. By 1980, all teachers in New Mexico secondary schools must have completed a course in reading in the content areas. This document outlines a pre-student teaching program at the University of New Mexico, with a first semester module that incorporates reading concepts and diagnostic skills that enable students to serve as paraprofessionals or reading tutors in public school reading programs. A sample of the course materials and activities includes the purposes of the program, a calendar, grading schemes, activities to be accomplished, and reading activities that are utilized in the portion of the program that is completed on the university campus. Descriptors: Content Area Reading, Core Curriculum, Curriculum Guides, Higher Education
(2002). Core Competencies. SPEC Kit, SPEC Kit. This SPEC (Systems and Procedures Exchange Center) Kit presents the results of a survey of Association of Research Libraries (ARL) member libraries designed to investigate the status of core competencies (i.e., the skills, knowledge, abilities, and attributes that employees across an organization are expected to have to contribute successfully within a particular organizational context) in research libraries. In particular, whether research libraries are defining or adopting core competencies and, if so, how they are integrated into the overall performance management system. A total of 65 of 124 ARL member libraries responded to the survey. A copy of the questionnaire with tabulated results is presented. Representative documents include: competency descriptions from the University of Arizona, Canada Institute for Scientific and Technical Information, Iowa State University, Universite Laval (Quebec), University of Nebraska-Lincoln, Ohio University, University of Pittsburgh (Pennsylvania), and Purdue University (Indiana); and performance management and evaluation documents from the University of Arizona, University of New Mexico, University of Pittsburgh, and Purdue University. A list of 44 selected resources, including books, journal articles, and Web sites, is included. Descriptors: Academic Libraries, Competence, Foreign Countries, Higher Education
(2002). Frontier Homes. Save Our History[TM]. Teacher's Guide. This lesson plan, based on the Arts and Entertainment documentary "Frontier Homes," consists of four segments which examine a style of historic dwelling built by settlers on the frontier: the post and beam structures built by English settlers in New England; the log houses constructed by pioneers on the forested frontier; sod houses erected on the prairies; and adobe houses crafted in the southwest. This unit combines the study of U.S. history with a lesson in material culture and environmental understanding. The four home segments include: (1) Plymouth Plantation, a living history museum in Plymouth, Massachusetts, that features examples of post and beam homes; (2) The Museum of Appalachia, Tennessee, where Swedish settlers first introduced log-style structures in the New World during the 18th century; (3) a demonstration of a "hands-on" approach on how to build a sod house in Minnesota; and (4) El Rancho Las Golondrinas, a living history museum outside of Santa Fe, New Mexico, that teaches about building the Spanish-American adobe home. This lesson plan provides an overview of these segments, previewing activities; vocabulary, understanding geography, and chronology; a graph of the home types; discussion questions; student activities; and relevant vocabulary. The lesson plan identifies which subjects are appropriate for study, grade level, national history standards, and student educational objectives. [More] Descriptors: Architecture, Built Environment, Heritage Education, Housing
(1985). Solar Energy Information and Education Project. Final Report. The New Mexico Solar Energy Institute (NMSEI) conducted a concentrated information and education program during 1985. This report summarizes NMSEI's Information and Education project activities. It provides detailed descriptions of project costs and concise recommendations for similar programs. Individual sections contain explanations of the scope of work, approach, accomplishments, and recommendations for each of the project's six tasks. These tasks focus on: (1) technical assistance; (2) solar business directory; (3) New Mexico media; (4) information service and state fair exhibit; (5) solar energy workshops; and (6) solar energy education. Samples of services include media packets, a tollfree energy information line, a newsletter for teachers and computer assisted analysis of space heating needs. Descriptors: Communications, Energy Conservation, Energy Education, Information Services
(1993). Putting New Mexico on Line, Chronicle of Higher Education. A statewide telecommunications network in New Mexico links research and educational institutions, government agencies, businesses, and public interest groups. Development of the system began a decade ago, primarily to promote economic development. New information services are added monthly, and use is expanding rapidly. Some other states have similar networks. Descriptors: College Programs, Computer Networks, Economic Development, Higher Education
(2002). A Guide to State Laws and Regulations on Professional School Counseling, 2002. Professional school counselors are required by law and/or regulation in every state to obtain a state-issued credential in order to be employed in public schools. In some states, this credential is called "certification"; others term it "licensure" or "endorsement." This guide provides a chart summarizing the requirements and qualifications needed to obtain school counseling credentials in each of the 50 states and the District of Columbia. The requirements outlined for each state are those necessary to obtain an initial entry-level credential as a professional school counselor. This chart provides information on educational, experience, and examination requirements, reciprocity, and background checks. An additional chart shows which states mandate counseling, at which grade level (K-8 or 9-12) it is mandated, the counselor to student ratio, the source of the mandate, who funds the mandate, and whether or not a mandate is being considered. Examples of state counseling mandates from Georgia, Louisiana, New Hampshire, New Mexico, and South Carolina are provided. Statements from the American School Counselor Association explaining the role of school counselors and comprehensive school counseling programs are also included. [More] Descriptors: Background, Comprehensive Programs, Counselor Certification, Counselor Client Ratio
(2002). Can Regional Colleges Make a Difference in Rural America? The Main Street Economist: Commentary on the Rural Economy. Some regional two-year and four-year colleges are moving beyond their traditional mission of education to take proactive roles in promoting the economic development of their regions and communities. A study of regional colleges that help rural businesses and labor forces adapt to the challenges of rural economies found five outstanding goals of their programs. The colleges aimed to produce skilled and professional workers who fit the needs of the regional economy and to act as a source of innovation and technology diffusion, a broker of services, a repository of information, and a wellspring for new businesses. Regional colleges pursuing these goals used a number of effective strategies: designing relevant goals and services that respond to changing labor market conditions, identifying and investing in niches, maintaining an entrepreneurial environment, connecting work-based and theoretical competencies, hiring faculty with expertise and experience in industry, thinking and acting collaboratively, offering flexible scheduling to accommodate lifelong learning, building global connections, recognizing that skill needs are related to other business changes, and addressing the needs of under-represented populations. Five programs are described that have been successful in meeting the five outstanding goals. These programs are at Lakeshore Technical College (Wisconsin), Catawba Valley Community College (North Carolina), Oklahoma State University-Okmulgee, Northern New Mexico Community College, and Hazard Community College (Kentucky). [More] Descriptors: College Programs, College Role, Economic Development, Education Work Relationship
(1996). New Mexico's Current School Finance Status. New Mexico has a great sense of pride in its school funding formula as originally conceived. Over time, however, an increasingly politicized atmosphere led to changes in the formula. This paper incorporates input from school administrators and state policy makers to identify a variety of issues influencing the current status of school finance in New Mexico. Data were collected through face-to-face and telephone interviews with school district superintendents, school district financial officers, and members of New Mexico state and regional associations for district administrators and financial officers. The paper provides an overview of the state's financial environment during fiscal years 1996 and 1997, which were characterized by increasing public demand for accountability and uncertainty about federal funding. The paper also describes the funding-formula controversy, including revisions for costs associated with urban high-density environments and incremental costs associated with hiring educated and experienced teachers. A more critical issue for district administrators in New Mexico, aside from the funding-formula debate, is how to provide all students with a quality education in light of limited resources. [More] Descriptors: Educational Equity (Finance), Educational Finance, Elementary Secondary Education, Financial Support
(1996). New Mexico: Information Technology Initiatives, Library Hi Tech. Discusses information technology initiatives in New Mexico that involve: a consortium of agencies, businesses, universities, and government offices; dial-up Internet access; access to government information; state educational technology plans; wiring institutions of higher education; two state networks; and tribal initiatives to improve telecommunications and information technology in Native American communities. Descriptors: Access to Information, Consortia, Dial Access Information Systems, Educational Technology
(1976). Hispanos and the Governorship in New Mexico. New Mexico's Hispanos have long participated actively in every facet of state politics–party work, candidacy, office holding, and voting. Yet, they have not shared the political rewards commensurate with political importance in state politics. The 1974 election of Jerry Apodaca as New Mexico's twenty-third Governor marked only the third time, and the first in recent history, when an Hispano achieved the state's highest elective executive office. The 1940, 1948, 1968, and 1974 governor elections which saw a popular Anglo facing a popular Hispano were compared. This report discusses: (1) the electoral circumstances that made an Apodaca victory possible; (2) the way the circumstances differed from previous efforts by Hispanos; and (3) the long-term implications for New Mexico politics that can be drawn from Apodaca's victory. By comparing the key electoral variables present, the campaign strategy, and the election returns, the fallacy in traditional axioms about New Mexico politics, primary of which has been the axiom that an Hispano could not win for Governor in the state, was illustrated. [More] Descriptors: Elections, Government (Administrative Body), Mexican Americans, Political Affiliation
(1968). Indians of New Mexico. The booklet gives a general introduction to American Indians in New Mexico. Covering historical background and present status, reports are given for these tribes: the 19 Pueblos (i.e., Acoma, Cochiti, Isleta, Jemez, Laguna, and Zuni), the Jicarilla and Mescalero Apaches, and the Navajos. Also included are 26 places of interest such as Acoma Pueblo, Cochiti Pueblo, and Dulce. [More] Descriptors: American Indian Reservations, American Indians, Area Studies, Cultural Awareness
(1968). A Compendium of the Title I Migrant Program: Project Information. The rationale for establishing a migrant student program and a description of innovative programs are contained in this report of the statewide migrant project in New Mexico for fiscal year 1968. The program, representing the first major attempt at providing compensatory education services for New Mexico's migrant students, was initiated in the summer of 1967 to provide necessary instructional and supportive services to these educationally deprived students. Included in the report are a funding report, a program monitoring report, a program evaluation report, a migrant fact sheet, and a program participation map. [More] Descriptors: Compensatory Education, Disadvantaged, Educational Programs, Evaluation