This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Craig B. Howley, Betsy Guzman, Jim Hale, Washington Smithsonian Institution, George Ann Gregory, Sandra L. Morris, Richard Kazis, Santa Fe. New Mexico State Office of Child Development, Aimee A. Howley, and Washington Bureau of Indian Affairs (Dept. of Interior).
(2001). Youth Councils and Comprehensive Youth Planning: A Report from Eight Communities. School-to-Work Intermediary Project. Issue Brief. This report focuses on the potential of Workforce Investment Act Youth Councils (YCs) to become proponents of and planners for coordinated youth services and to advocate for improved outcomes for in-school and out-of-school youth, whether a person qualifies for services under the act or not. The study reviews plans and strategies of YCs in these eight communities: Albuquerque, New Mexico; Cape Cod and the Islands, Massachusetts; Gloucester County, New Jersey; Kansas City, Missouri; New Haven, Connecticut; Philadelphia, Pennsylvania; San Diego, California; and Sonoma County, California. Focus is on key aspects of the evolution of each of these communities' efforts to date, including the YC's mission, composition, and structure; initial planning activities, such as resource mapping; the strategy embodied in their Requests for Proposals from service providers; and variations in how these communities intend to ensure that required services are available to young people. The final section draws these conclusions: history matters; money matters; alignment of youth programming does not require centralized control of youth resources; year-round programming poses challenges of design and coverage; YCs must balance strategies for engaging employers with strategies for meeting other youth needs; and specific strategies are needed to engage school districts and keep them engaged. Appendixes include a matrix that defines options available to YCs along a continuum from narrow to comprehensive. [More] Descriptors: Community Coordination, Community Programs, Community Resources, Education Work Relationship
(1970). Environmental Education Manual for New Mexico Teachers. This booklet was prepared as a guide for New Mexico teachers for incorporating environmental education into existing curricula. The booklet begins with a discussion of the objectives of environmental education and the role of schools. Brief discussions are given on the social and economic implications of environmental education, a single procedure to institute a program, inquiry teaching methods, environmental concepts and designs, and environmental education settings. Finally, the booklet provides a list of readings, periodicals, publications, and conservation organizations. [More] Descriptors: Conservation Education, Curriculum Guides, Environmental Education, Instructional Materials
(2001). Third Grade Written Narratives: A Cross-Linguistic Study. A study examined what a third grader might understand about composing a common genre like the narrative, given the degree of variance among approaches and experience. Data were collected from different school sites over a period of several years. These sites shared common geographical areas: three schools were located in the Sonoran desert shared by Arizona, California, and Baja California, Mexico; and two schools were located in the higher plateaus of New Mexico and Sonora, Mexico. Data include rural and urban populations, two languages, and various representative populations. Data represent samples from two different approaches to schooling–those used in the United States and those used in Mexico. Each group used a process approach for creating their stories, and each group used the same prompts–students were allowed to choose from one of four line drawings. The stylistic characteristics of both Mexican and Mexican American students from El Centro, California, are generally associated with written uses, whereas those of the Quechan and Dine are generally associated with conversational uses. The variation among the groups suggests some reevaluation of assumptions behind curriculums and teaching approaches. While the Mexican-American students had developed composition along with reading, their Mexican counterparts had not. Yet, generally these three groups used language appropriate to written narratives. This may reflect the overall emphasis on literacy itself. Mexico prides itself on a high rate of literacy. (Contains 2 tables, and several writing samples.) [More] Descriptors: Childrens Writing, Comparative Analysis, Cross Cultural Studies, Foreign Countries
(1992). Children's Activity Book, New Mexico. 1992 Festival of American Folklife. This booklet was designed in conjunction with a Festival of American Folklife focusing on New Mexico, but can be used when teaching lessons on the culture of New Mexico. It introduces young children to activities adapting Santa Clara Pueblo pottery designs, adobe model making, Rio Grande blanket designs, tinwork picture frames, and ramilletes de papel. Brief explanations describe: "How Pueblo Pottery is Made"; "How the Bear Paw Design Began"; "Adobe: Architecture from the Earth"; "Hispanic-American Sheep Culture"; and "Cooking at Cochiti Pueblo," with a recipe for pumpkin candy given. The booklet is illustrated with maps, motifs, and diagrams. It concludes with a 9-item bibliography. [More] Descriptors: American Indian Culture, Architecture, Ceramics, Design Crafts
(2001). The Hispanic Population. Census 2000 Brief. Census 2000 counted 281.4 million U.S. residents, of whom 12.5 percent were Hispanic. Mexicans represented 7.3 percent, Puerto Ricans 1.2 percent, Cubans 0.4 percent, and other Hispanics 3.6 percent of the population. Another 3.8 million Hispanics were counted in the Commonwealth of Puerto Rico. The Hispanic population increased by 57.9 percent since 1990. The concept and measurement of Hispanic origin have evolved across several censuses. Other Hispanic origins refer to various identifications. Salvadorans were the largest Central American group. More than three-quarters of Hispanics lived in the west or south. Half of all Hispanics lived in California and Texas. Counties with the highest proportion of Hispanics were along the southwestern U.S. border. Hispanics were present in some counties within nontraditional states. The Commonwealth of Puerto Rico was 98.8 percent Hispanic. In 2000, more than one million Hispanics lived in New York City and Los Angeles. Hispanics in East Los Angeles were 96.8 percent of the population. The Hispanic population in New Mexico is 42.1 percent of the total state population, the highest proportion for any state. The relative youthfulness of the Hispanic population was reflected in its population under age 18 years and its median age. Most, but not all, of the places with the largest specific Hispanic group populations were among the 10 places with the largest Hispanic populations. [More] Descriptors: Ethnicity, Hispanic Americans, Population Distribution, Population Trends
(1992). Early Childhood Training in New Mexico. 1991 Status Report. This report describes a study of the training of early childhood educators in the state of New Mexico, undertaken during the summer of 1991. The study sought to: (1) determine the scope and content of training used by a variety of early childhood educators; (2) develop a profile of both agencies and individuals who provide training; (3) identify gaps in the system; and (4) make recommendations toward the development of a comprehensive training plan for the state of New Mexico. Surveys were developed and distributed to agencies and individuals that provide training to personnel working in child care education, and to the personnel themselves. Information was obtained on the types of training available, the content of the training, the frequency and timing of training, the types of personnel targeted, and the accessibility and affordability of training. Profiles of trainers and of personnel receiving training were also developed. The findings are contained in this report, along with implications and recommendations for future action. [More] Descriptors: Caregiver Training, Child Caregivers, Preschool Education, Preschool Teachers
(1974). School Finance Reform in New Mexico, 1974. An Overview. This report provides an overview of the State school aid distribution plan passed by the New Mexico legislature in 1974. The previous school finance plan, passed in 1969, and the problems school districts experienced under that plan are briefly described, followed by a discussion of the 1974 legislation. The new plan is a weighted-pupil formula based on the National Education Finance Project model. It provides distributional equity by defining school district "need" on a weighted-pupil basis, and it provides taxpayer equity by allocating State funds in inverse proportion to local revenue. The author suggests that the 1974 New Mexico plan meets the Serrano test of fiscal neutrality for operational funds but lacks a systematic provision for capital outlay and debt service. [More] Descriptors: Average Daily Membership, Educational Finance, Elementary Secondary Education, Equalization Aid
(2001). Building Exemplary Schools for Tomorrow: Education Directory, School Year 2000-2001. This education includes contact information for the Office of Indian Education Programs (OIEP) central, Albuquerque (New Mexico), and personnel offices; the division of school improvement; special education coordinators; family and child education coordinators; and field education officers. Bureau of Indian Affairs (BIA)-funded schools are listed alphabetically. The bulk of the directory is the school detail address listing, which is organized alphabetically by field office. Contact information is given for the field education offices and for each school in their areas. For each school, the principal's and school board president's names are given along with location code, school type, and grade range. The final sections present contact information for postsecondary schools, tribally controlled community colleges and universities, and BIA region offices. In school year 2000-2001, 644 elementary and secondary schools and 1 peripheral dormitory were operated by the BIA. An additional 107 elementary and secondary schools and 13 peripheral dormitories were operated by Indian tribes and tribal organizations under contract/grant with the BIA. Two postsecondary institutions were operated by the BIA, and twenty-five tribally controlled community colleges and universities were funded through the BIA. The OIEP has 24 education line officers, all of whom report directly to the Deputy Director of School Operations, OIEP. [More] Descriptors: American Indian Education, Boarding Schools, Elementary Secondary Education, Higher Education
(2001). TIME (Training in a Manila Envelope): A Child Care Plus+ Outreach Project To Expand Care and Education Options for Young Children with Disabilities. Final Report. This final report summarizes the activities of TIME (Training in a Manila Envelope), a federally funded project designed to replicate the Child Care plus+ model of inservice training by providing: (1) a course on inclusion directly for child care providers and other early childhood professionals in rural areas across the nation; and (2) training for learning facilitators to replicate the model in local areas. With consideration for the unique qualities of each child, each early childhood setting, and each individual provider, TIME used lifelong learning practices matched with accessible methods to help child care providers in rural areas who may have specific needs and limited resources. A total of 524 providers successfully completed the self-study course provided directly through grant activities, demonstrating positive changes in knowledge, skills, and practice. One hundred forty of these providers participated in skill-based training provided directly by project staff by enrolling in a comprehensive, self-study, university course on the basic practices and skills which promote inclusion of young children with disabilities in early childhood settings. The other 384 providers participated in self-study courses facilitated by 24 learning facilitators replicating the model in local areas in nine states (Alaska, California, Idaho, Massachusetts, Montana, New Mexico, Oregon, Pennsylvania, and Utah). This report includes a description of the course content, an annotated list of products developed by the project, examples of the project's impact, a list of future activities, and a discussion of lessons learned. [More] Descriptors: Child Caregivers, Disabilities, Early Childhood Education, Early Intervention
(1989). New Mexico Case Records in School Administration, Volume A. In June 1988, 28 principals and assistant principals from public and private schools throughout New Mexico gathered for the first Summer Institute, sponsored by the New Mexico Principals' Center. The goals of the meeting were to share professional knowledge, to engage in "reflective practice," and to construct personal and professional statewide networks. A participant-staff roster is provided, followed by a preliminary typology of administrative "problems" in schools. Included is the banquet address by James P. Miller, Sr., in which he emphasizes the need for management quality in the schools and school districts. Next, a paper by Bruce Barnett, institute consultant, presents the logic of the conceptual framework for the case records that follow. The paper is entitled:"Reflection: The Cornerstone of Learning from Experience," and dwells on a model for reflective thought emphasizing that reflection stimulates action. Twenty-three cases are recorded. Descriptors: Administrative Problems, Assistant Principals, Case Studies, Elementary Secondary Education
(2001). The Experience of Rural School Bus Rides. Despite the sizable literature on school transportation, little information exists about the social and intellectual implications of long bus rides for students and families or the possible negative consequences of school bus rides. This study examined the nature and experience of riding the school bus in rural as compared to suburban locales in five states. A 38-item questionnaire was completed by 1,194 elementary school principals in Arkansas, Georgia, New Mexico, Pennsylvania, and Washington. Each of the following findings was found in at least four of the five states: rural elementary schools were more likely than suburban elementary schools to have longest rides of 30 minutes or more, to have attendance areas greater than 10 square miles, to have bus routes with rougher rides, to be located in a district without a full-time bus supervisor, and to include middle-school or high school students on the same bus runs as elementary students. In three states, rural principals were more likely than suburban principals to associate length of ride with reduced parental involvement, and in all states, principals in schools with longest rides of 60 minutes or more thought that long rides negatively influenced parental involvement. Many other rural-suburban differences were statistically significant in one to three states. Results provide empirical confirmation of the comparatively adverse conditions contributing to rural parents' and communities' concerns about long bus rides. (Contains 37 references and the survey questionnaire.) [More] Descriptors: Administrator Attitudes, Bus Transportation, Elementary Education, Rural Schools
(2001). Supplementary Analysis for "Measuring Up 2000": An Exploratory Report. National Center Report. This report was created to generate ideas about the kinds of data that might be used to produce follow-up analyses of "Measuring Up 2000," the state-by-state report card for higher education. The analysis attempts to present report card data and related information graphically and mathematically in ways that might be useful to policymakers and higher education stakeholders. The analysis begins by depicting the grades in "Measuring Up 2000" by region in tabular and graphic form. The second section uses ratio analysis as a technique to interpret one grade relative to another, and the third section looks at two common state inputs to higher education: state appropriations and student aid. These inputs are analyzed in the context of the state grades in "Measuring Up 2000." The final section analyzed a sample state, New Mexico, using the preceding analyses. The purpose of this section is to generate discussion about the type of information the National Center might provide in order to offer state guidance for report card improvement. Six appendixes contain supplemental tables. (Contains 16 tables and 12 figures.) [More] Descriptors: Academic Achievement, Educational Change, Followup Studies, Higher Education
(1978). Ethnic Minorities and Women at the University of New Mexico. Information on ethnic minorities and women at the University of New Mexico is presented. Specialized programs that emphasize recruitment and retention of minority and women students and the amount of money associated with each program are listed. A breakdown by race, nationality, and sex of the 1977 entering freshman class is presented, and a system of advisement and counseling to increase retention of students is noted. The following issues are discussed: minorities and women and graduate study; aid for graduate students; the relationship of degree production to enrollment; the faculty and staff in general and with respect to representation of women and minorities; and the professional schools and enrollment of minorities and women. It is concluded that the University of New Mexico has the best overall record of any major state or land grant university in the U.S. in terms of minority and women enrollment. Descriptors: College Faculty, College Students, Enrollment Influences, Enrollment Rate
(1977). Poder es Saber. Workshop: Developing a Bilingual Curriculum (New Mexico Highlands University, Las Vegas, New Mexico, June 1977). Bilingual teachers and program directors of northern New Mexico attended a workshop at New Mexico Highlands University to examine the curriculum designed to meet the needs of students within the bilingual bicultural setting. Participants were asked to redefine curriculum within the "workshop" setting. Consultants assisted the group in establishing a more complete overview of bilingual bicultural curriculum. Components of particular interest were reading and language arts, math, science, social science, and fine arts. Throughout the workshop participants were asked to assist in the development of activities for each area. This booklet is designed to disseminate the information gathered by the participants under the direction of the selected consultants. The booklet contains graded (K-7) lesson plans, written in Spanish, in the areas of reading, math, science, social science, and fine arts for use in the bilingual classroom. Thirty-five annotated sources, 30 additional sources, and 32 publishers' addresses are listed. [More] Descriptors: Bibliographies, Bilingual Education, Cultural Awareness, Curriculum Design
(1992). New Mexico Portfolio Writing Assessment. Grade 8. Teacher's Guide. This Teacher's Guide contains procedures to be followed throughout the year in implementing the New Mexico Portfolio Writing Assessment. The Assessment, required for all students in grades 4 and 6, and optional for grade 8, is conducted each school year, with a call for each student's best piece in March. The optional administration in grade 8 allows for practice and development before the New Mexico High School Competency Examination of grade 10. These guidelines assure standardization of practices and scoring, and cover all aspects of the portfolio process from its introduction to the students and the distribution of materials through holistic scoring and interpretation of results. Scoring guides are presented for narrative, expository, persuasive, and analytic writing. Each scoring guide contains samples of student writing at proficiency levels 1 through 6. The required prompts (topics for student writing) for the 1992-93 school year are included in an addendum. (Contains 24 references.) [More] Descriptors: Cues, Educational Assessment, Evaluation Methods, Expository Writing