This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Donna A. Beardsley, Washington Bureau of Indian Affairs (Dept. of Interior), Carrie-Anne DeDeo, Gary Ivory, Gilbert W. Merkx, Sue-Ellen Jacobs, Ann Yost, Vicente J. LLamas, C. David Beers, and Esther Martinez.
(2000). Library Instruction: A Peer Tutoring Model. This book proposes the application of peer tutoring to library instruction, primarily in the academic library setting. Chapter 1 provides a brief historical view of library instruction and current trends that make peer tutoring a possible form of library service. Chapter 2 describes peer tutoring as currently practiced in higher education. Chapters 3 and 4 provide principles and guidelines for establishing peer tutoring programs with a focus on library instruction tutoring. Chapters 5 and 6 present a conceptual curriculum and an eight-session model for a library instruction tutoring program. Chapter 7 is composed of an analysis of experiences at the University of New Mexico General Library (UNMGL), including program improvements and future plans. Chapter 8 explores the application of the library instruction peer tutoring model to K-12 education. At the end of most chapters bibliographies of additional readings are provided. Appendices contain training materials and selected peer tutoring resources. Includes an index. Descriptors: Academic Libraries, Higher Education, Instructional Development, Library Instruction
(2000). Historic America: The South Central States. Many sites in the south central states recall the procession of people who came across the continent with the passing frontier. This paper elaborates on several historic sites in the south central United States. The purpose of the paper is to introduce a series of places to the students and teachers of U.S. history. The paper recommends that interested students pursue a study of the important people and significant events associated with a site. It suggests using the Internet for maps, pictures, photos, and general information. The paper provides a short description of the heritage of select sites in Arkansas, Colorado, Kansas, Missouri, New Mexico, Oklahoma, and Texas. (Contains 13 suggestions for further reading.) [More] Descriptors: Elementary Secondary Education, Geographic Regions, Heritage Education, Historic Sites
(1999). Charting a New Course for Campus Renewal: Lessons from the New Mexico Higher Education Symposium on Capital Renewal and Deferred Maintenance (Albuquerque, New Mexico, April 9-10, 1998). This publication summarizes ideas and outcomes of the first-ever symposium on capital renewal and deferred maintenance (CRDM) at New Mexico public institutions of higher education. A preface by Donald L. Mackel of the University of New Mexico reviews state policy concerning facility maintenance responsibilities and the university's CRDM status. Chapter 1 briefly reviews the past 40 years of studies on the importance of CRDM issues. Chapter 2 reviews the symposium organization. Chapter 3 offers definitions for key terms and discusses benchmarks, standards, and the facilities audit. Chapter 4 describes two planning models for long-term management of CRDM: the deferred maintenance funding and backlog model using the facilities renewal resource model at the University of California as a case study of the latter. Chapter 5 addresses issues of financing capital renewal and identifies six strategies for funding CRDM, such as direct appropriations, bond or debt financing, and special student fees. Chapter 6 summarizes participants views concerning the challenges of stewardship, the costs of ownership, policy and funding implications, and the nature of the planning process. Chapter 7 offers strategies for addressing CRDM problems and for developing new policies, and summarizes some lessons learned about the collaboration process. (Contains 48 references.) Descriptors: Capital, Colleges, Conferences, Deferred Maintenance
(1994). Exploring the Southwest States through Literature. Exploring the United States through Literature Series. This book is comprised of seven annotated regional resource guides to selected print and nonprint materials for grades K-8. Each regional bibliography is divided into state sections identifying materials that relate to the history, culture, geography, resources, industries, literature and lore, and famous figures of the states in the region. This volume focuses on the Southwest states. The materials included in this bibliography offer young people a deeper understanding of the histories and contemporary cultures of Arizona, New Mexico, Oklahoma, and Texas. Functioning as a selection tool or as a resource for reader guidance, this volume identifies about 460 items that are set in or focus on at least one of the four states. In addition to bibliographic data and subject headings, each entry includes a brief annotation of 75-100 words. Each annotation describes the work, evaluates its merit, and suggests a follow up activity to encourage young people to extend the ideas or information in the work. Arizona's rich tradition of Native American stories is evident in the available books and nonprint materials relating to the state. Materials on Arizona history do not make up a major portion of the bibliography, and the same is true for materials on current business and industry in Arizona. New Mexico, like Arizona, has many publications that relate to Native American contributions and to stories collected from Native Americans. The colorful history of New Mexico is a major focus of the New Mexico materials. Because the choice of materials is limited, the New Mexico bibliography has fewer titles than some of the other state sections. Three major concepts predominate in the Oklahoma publications: (1) the Native American influence in the state; (2) the economic impacts of the dust bowl and oil; and (3) the southwestern culture of cowboys and homesteading. Texas independence is a major topic for that state. It is in the Texas resources that the cultural diversity of the southwestern portion of the United States is shown with most clarity. Descriptors: Annotated Bibliographies, Childrens Literature, Elementary Secondary Education, History Instruction
(1998). Outreach in Foreign-Area Studies Centers, Journal of Public Service & Outreach. Outlines origins and outreach efforts of the federal National Resource Centers (NRCs) for Foreign Language and Area Studies, and describes the University of New Mexico's Latin American Institute. Activities include outreach to elementary/secondary schools, outreach with federal/state/local agencies, information services to business/government/educational institutions, corporate outreach in science/technology education, and support for Latin American studies at the national level. Descriptors: Agency Role, Area Studies, College Programs, College Second Language Programs
(1998). What WorldCat (The OCLC Online Union Catalog) Means to Me, Journal of Library Administration. Marking the 25th anniversary (August 26, 1996) of WorldCat (the Online Computer Library Center (OCLC) Online Union Catalog) OCLC and the U.S. regional networks sponsored an essay contest for librarians and library users to write essays describing their impressions of the OCLC Online Union Catalog. Four prize-winning essays from Michigan, Kentucky, Kansas, New Mexico, and China are reproduced. Descriptors: Bibliographic Databases, Essays, Expository Writing, Information Networks
(1995). Bureau of Indian Affairs Outstanding Programs in Math, Science and Technology, 1995. This booklet describes the goals and activities of 20 exemplary programs in mathematics, science and technology for students and teachers in schools operated or funded by the Bureau of Indian Affairs. The programs are: "Computer Home Improvement Reading Program," Beclabito Day School (New Mexico); "Cherokee High School Science: Honoring Tradition/Seeking the Future," Cherokee Central High School (North Carolina); "Making Connections," Cheyenne-Eagle Butte School (South Dakota); "Effective Math and Science Strategies on the Navajo Reservation," Cove Day School (New Mexico); "Dennehotso Boarding School Library-Media Center," (Arizona); "Image Processing for Teaching," Dzilth-Na-O-Dith-Hle Community School (New Mexico); "Radio Broadcasting Program," Greyhills Academy High School (Arizona); "Haskell Math and Science Summer Workshop," Haskell Indian Nations University (Kansas); "Reclaiming the Desert with Native Plants," Little Singer Community School (Arizona); "SMILE: Science and Mathematics for Indian Learners and Educators," Northern Arizona University; "BIA Hands-On Science and Mathematics Workshop," Sandia National Laboratories (New Mexico); "RAISE: Rural American Indian Science Education Workshop," Sandia National Laboratories (New Mexico); "San Simon Elementary School Math Technology Program" (Arizona); "Science Education Training Project Workshop(s)," Sinte Gleska University (South Dakota); "SIPI College Bound Math and Science Enrichment Program," Southwestern Indian Polytechnic Institute (New Mexico); "Community Academies for Science and Mathematics," Taos Day School (New Mexico); "Native Americans in Science Program," Theodore Jamerson Elementary School (North Dakota); "Science Enrichment Program," Turtle Mountain Community High School (North Dakota); "Computers for Life Program," Tuba City Boarding School (Arizona); and "University of Arizona Holistic Science and Whole Language Works." Appendix A lists some past and contemporary American Indians in science, medicine, and technology. The bibliography in Appendix B lists over 100 resources for teachers and students. [More] Descriptors: American Indian Education, American Indians, Computer Uses in Education, Demonstration Programs
(1992). The Child Development Training Consortium. A Status Report on the San Juan College AACJC-Kellogg Beacon College Project. The Child Development Training Consortium, a Beacon College Project directed by San Juan College (SJC) is a collaborative effort of colleges and universities in New Mexico and Arizona. The consortium's major objective is to create child development training materials for community college faculty who teach "at-risk" Native American and Hispanic students enrolled in early childhood education programs. The program's conceptual framework is guided by aspects of self-directed learning, story telling, media communications, and quality management. Founded on the premise that Native American and Hispanic people make their own local preschools work, the program facilitates community efforts by providing training and technical assistance. Consortium members are engaged in the following activities: (1) the University of New Mexico (UNM), Los Alamos, is producing a photo essay showing their Nanny Program graduates at work; (2) Northland Pioneer College (Arizona) is producing a video of a Native American man who works as a Child Development Associate advisor in the Navajo Nation; (3) Santa Fe Community College (New Mexico) is documenting a preschool education training program which develops high literacy skills; (4) Luna Vocational Technical Institute (New Mexico) is producing a video about their literacy program which employs art activities; (5) UNM-Gallup is documenting its curriculum for Native American preschool teachers emphasizing basic skills in math and English; (6) SJC is developing materials on approaches to collaborative learning in multicultural classrooms; and (7) Northern New Mexico Community College and UNM-Valencia are establishing early childhood programs which will experiment with materials developed by the consortium. [More] Descriptors: American Indians, Child Care Occupations, Community Colleges, Community Development
(2000). Investigating and Improving the Information Literacy of College Faculty. This paper presents the results and implications of a quantitative and qualitative investigation into the information literacy of college faculty members who did or did not receive instruction at the Main Campus of New Mexico State University and two of its branch community colleges. Of several factors that were suspected to relate to faculty information literacy, only frequency of visits to the library, comfort with computers, comfort with the library, and self-assessment of overall library research competence were found to have statistically significant relationships with information literacy. In general, faculty demonstrated strong competence in information literacy. The paper discusses elements of faculty culture documented in the literature and substantiated in the study. These elements may inhibit faculty from developing students' information literacy and from enhancing their own. The paper recommends ways for librarians and faculty to collaborate, in order to foster information literacy in themselves and in students. (Contains 28 references.) [More] Descriptors: Academic Libraries, College Faculty, Competence, Computer Attitudes
(1999). Aztec Ruins National Monument. Teacher's Guide, Grades 4-7. This teacher's guide is for educators in classrooms, outdoor education, youth groups, scouting, and after-school programs to teach about the Aztec Ruins National Monument (New Mexico). The teaching materials in the guide support the New Mexico educational standards in science, social studies, language arts, mathematics, and art. Since the guide's aim is to stimulate use of the Monument by educators, lesson procedures require that users either visit Aztec Ruins or borrow the trunk of replica artifacts from the monument to use in the classroom. Each lesson in the guide encourages students to explore some aspect of the people and remains of Aztec Ruins, while addressing curriculum needs in a variety of subjects. Each lesson contains background information that will help teachers use the lesson with students. Short biographies of archaeologists who have worked at the site provide additional information about the scientific exploration of Aztec Ruins. The glossary at the end of the guide defines key words used throughout the text, and the reference section recommends resources for educators and students for further study. Lessons in the beginning section of the guide assume that the educator and students have had little experience or study of archaeology and past cultures. Lessons in the intermediate and advanced sections increase in complexity in terms of interest, knowledge, and application of archaeological concepts. [More] Descriptors: Archaeology, Built Environment, Cultural Centers, Field Trips
(2004). Hopes and Challenges for the New Civic Education in Mexico: Toward a Democratic Citizen without Adjectives, International Journal of Educational Development. This paper presents the main goals and themes, as well as a critical analysis, of an ambitious new reform of Mexico's secondary-level program for civic education. It begins with a brief historical review of the modern Mexican secondary school, as well as a thematic analysis of the new published curriculum and study program, which puts heavy emphasis on the development of democratic citizenship skills and habits. The paper then draws on interview research to highlight some of the challenges that national and local actors have identified for the program?s successful implementation. Because the new program espouses a progressive democratic pedagogy in the absence of a supportive democratic political culture, an appropriate structure of school governance, or adequate training for in-service teachers, many actors expressed skepticism about whether the reform could meaningfully take hold. [More] Descriptors: Foreign Countries, Secondary Schools, Democracy, Citizenship Education
(2000). Making Afterschool Count: Communities & Schools Working Together, 2000, Making Afterschool Count. This document consists of three issues from 2000 of a journal highlighting notable after-school programs, many funded by 21st Century Community Learning Center (CCLC) grants, and the school-community collaboration they entail. The June 2000 issue features a cover story on the successful inclusion of parents in various after-school initiatives; this issue also contains related descriptions of programs at Heritage High School in Harlem and in Jackson, Mississippi. The October 2000 issue features a cover story on collaboration in after-school programs, along with articles describing partnership programs in San Juan County, New Mexico; Barre, Vermont; and San Antonio, Texas. The December 2000 issue's cover story addresses business-school collaboration in after-school programs and also contains descriptions of such initiatives in Santa Anna, California; DeKalb County, Georgia; and Guilford, Maine. Descriptors: After School Centers, After School Programs, Cooperation, Elementary Secondary Education
(1998). Multimedia Technology in Language and Culture Restoration Efforts at San Juan Pueblo: A Brief History of the Development of the Tewa Language Project, WICAZO SA Review. The Tewa Language Project CD-ROM was developed at the University of Washington in collaboration with San Juan Pueblo, New Mexico, to restore the use of spoken and written Tewa and to repatriate cultural property. The CD-ROM contains an interactive multimedia dictionary, songs, stories, photographs, land and water data, and linguistic resources collected in the early 1900s and 1960s-70s. Descriptors: Adult Education, American Indian Education, American Indian Languages, Cultural Maintenance
(1998). UCAN: A Four-State Rural Systemic Initiative. First Year Report (August 31, 1996); First Year Analysis (August 31, 1996); Year Two Annual Report (September 1, 1997); Third Year Report (September 1, 1998); Year Three Annual Report Executive Summary (September 1, 1998). Since September 1995, the Utah, Colorado, Arizona, New Mexico-Rural Systemic Initiative (UCAN-RSI) has promoted systemic reform to improve science, technology, and mathematics education for all rural students in its states. Initially, UCAN targeted 159,000 students in over 430 rural, primarily American Indian or Hispanic, communities. These communities are characterized by independence, strong sense of place, differences in culture and language, and interest in self-determination. Six self-defined regional coalitions were formed through which UCAN seeks to engage whole communities, to develop local support for continued educational reform. These coalitions are the Navajo Nation Coalition, New Mexico Tribal Coalition, Arizona Tribal Coalition, New Mexico County Coalition, Southern Colorado Coalition, and Ute Four Corners Coalition. This document contains yearly reports on the strategies and progress of UCAN-RSI during its first 3 years: September 1995-August 1998. Efforts are outlined in the following areas: development of standards-based math and science curricula that are culturally relevant to UCAN's communities; coordination of policies at the national, state, and local levels to support systemic reform; partnerships, collaboration, and resource convergence; professional development; community support and capacity building; technology training and distance education; student achievement and attainment; closing the gap between minority and Anglo/White students; and community involvement. A Third Year Executive Summary highlights accomplishments of specific coalitions. [More] Descriptors: Academic Achievement, Academic Standards, American Indian Education, Annual Reports
(2007). The Evaluation Exchange. Volume 13, Number 1, Spring 2007, Harvard Family Research Project. This issue of "The Evaluation Exchange" describes new developments in evaluating advocacy and policy change efforts that attempt to inform or influence public policy at the local, state, or federal levels. Heather B. Weiss introduces the themes in this issue in "From the Director's Desk," examining how evaluation of advocacy differs from evaluation of other programs and services. There are eighteen articles herein: (1) "What's Different About Evaluating Advocacy and Policy Change?" (Julia Coffman) describes four ways evaluators may need to adjust their approaches when evaluating advocacy and policy change. (2) "Strategies for Assessing Policy Change Efforts: A Prospective Approach" (Justin Louie and Kendall Guthrie) outline the steps for advocacy and policy change evaluators to follow in using a prospective approach to evaluation. (3) "Evaluation Based on Theories of the Policy Process" explains how it helps to ground evaluation in theories of the policy process. (4) "Working With Logic Models to Evaluate a Policy and Advocacy Program" describes how he Institute for Health Policy Studies at the University of California used both macro-level and individual grantee logic models to drive the evaluation design of the Clinic Consortia Policy and Advocacy Program. (5) "Necessity Leads to Innovative Evaluation Approach and Practice" describes how the Innovation Network's methodological innovation — the intense period debrief — is used to engage advocates in evaluative inquiry shortly after a policy window or intense period of action. (6) In "Pioneers in the Field: Four Foundations on Advocacy Evaluation," representatives from four foundations discuss their expectations and approaches for assessing their advocacy and public policy grantmaking. (7) In "Evaluation and InterAction," Ken Giunta and Todd Shelton of InterAction answer HFRP's questions about their approaches and ideas on evaluating advocacy. (8) What Does Monitoring and Evaluation Look Like for Real-Life Advocates?" (Stephanie Schaefer) describes how the nonprofit Fight Crime: Invest in Kids organization uses evaluation to inform their advocacy and demonstrate their impact. (9) In "A Conversation with Kay Monaco," this former former executive director of New Mexico Voices for Children, discusses the role that evaluation plays in her organization's efforts to change public policy. (10) "Evaluating Nonprofit Advocacy Simply: An Oxymoron?" (Marcia Egbert and Susan Hoechstetter ) offers nine principles to guide advocacy evaluation, based on a recent and groundbreaking Alliance for Justice tool on this topic. (11) "Continuous Progress: Better Advocacy Through Evaluation" (Edith Asibey and David Devlin-Foltz) describes the new Continuous Progress website, which helps advocates and grantmakers collaboratively plan and evaluate advocacy efforts. (12) In "A Guide to Measuring Advocacy and Policy," Organizational Research Services identifies outcomes associated with advocacy and policy work based on its new resource, A Guide to Measuring Advocacy and Policy. (13) "Using and Evaluating Social Media for Social Change" (Allison H. Fine) discusses her 2006 book, "Momentum: Igniting Social Change in the Connected Age," and its chapter about evaluation. (14) "The eNonprofit Benchmarks Study: Diving Into Email Metrics" (Karen Matheson) describes a recent study that helps nonprofits measure and interpret their online advocacy and fundraising success. (15) "Constituency Building and Policy Work: Three Paradigms" (Janice Hirota and Robin Jacobowitz) describes three paradigms that show how constituency building and policy change efforts can work together to achieve sustainable and systemic reform. (16) "An Emerging Framework for Assessing Nonprofit Networks" (Madeleine Taylor and Peter Pastrik) offers guidelines on how to evaluate nonprofit networks that are used to achieve social change goals. (17) "Evaluating an Issue's Position on the Policy Agenda: The Bellwether Methodology:" Policy issues need both visibility and momentum to be transformed into political action. Harvard Family Research Project's bellwether methodology helps evaluators assess if both characteristics are emerging. (18) "Evaluating Advocates' Spheres of Influence With Domain Leaders:" The evaluation of the Center for Tobacco-Free Kids gathered data from a wide range of audiences that the advocacy organization targets in order to influence public policy. This issue closes with "New & Noteworthy," a section featuring an annotated list of papers, organizations, initiatives, and other resources related to this issue's theme. It also contains "End Notes" in which key observations raised in this issue are summarized. [Additional funding for this issue was provided by the Marguerite Casey Foundation.] [More] Descriptors: Social Change, Public Policy, Logical Thinking, Interaction