This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Dewayne Matthews, JAMES D. MCCOMAS, Garrey Carruthers, Santa Fe. New Mexico State Dept. of Education, Santa Fe. Div. of Indian Education. New Mexico State Dept. of Education, Sandra M. Abernathy, Clyde Eastman, Washington Sterling Inst., DARRELL S. WILLEY, and Carroll L. Hall.
(1971). An Inventory of Natural, Human, and Social Overhead Capital Resources in North-Central New Mexico. Concerned with the north-central area of New Mexico (Rio Arriba, Taos, Colfax, Mora, Santa Fe, and San Miguel counties), this inventory describes the situation and delineation of the region, the natural resources (physical characteristics, land, land-ownership patterns, land-use patterns, land-title problems, water resources, and minerals); human resources (regional demography, ethnic groups, education, income distribution and unemployment, and occupational profiles); and social overhead capital (educational services, health services, other public services, communications, and recreation). Each of the foregoing is discussed in terms of relevance to the state and its people and possible ramifications in view of influences from within and without New Mexico. Included are 8 figures, 17 tables, and 22 references. [More] Descriptors: American Indians, Anglo Americans, Area Studies, Demography
(1979). Sows' Ears and Silk Purses. A Look at the Evolution of Educational Finances in New Mexico. In reviewing the history of educational finances in New Mexico from 1850 to the present, the evolution of the state's financing program and the reasons for its unique separation of educational finances from educational programs is explored. The state's rational, forward-looking approach to public education is attributed to federal neglect when New Mexico was still a territory and to the individualistic character of the state's inhabitants. The present equalization funding formula was legislated in 1974. Under this plan, the state distributes its funds to districts that cannot raise enough in local revenue to meet the state's funding level. The equalization funding formula insures adequate funding for special education; consequently, the state has refused federal funds available under P.L. 94-142. Descriptors: Assessed Valuation, Educational History, Elementary Secondary Education, Equalization Aid
(2003). Impact of a Faculty Development Program in Addiction Psychology, Journal of Teaching in the Addictions. The Faculty Development Programs (FDP) were intended to increase substance abuse education in mainstream professional training programs by attracting and educating core faculty to teach about addictions. Five psychology faculty in the PhD program at the University of New Mexico participated in the only FDP funded within the discipline of psychology. Although none had a primary focus or expertise in substance use disorders prior to the FDP, all four of the Assistant Professors became addiction researchers. During the 5 years prior to FDP, 11% of their publications had focused on addictions, a figure not significantly different from other psychology department faculty. This figure rose to 43% during the 5 FDP years, and 70% during the 5 years after FDP. The number of addiction courses taught in the department of psychology rose from 5, to 11, to 22 during these same three 5-year periods. Graduate theses and dissertations on addiction topics also rose from 1.1 per year prior to FDP (all chaired by the same faculty member), to 3.4 per year during FDP and 3.5 per year after FDP. In the 5 years following FDP, 46 theses and dissertations focused on addictions, chaired by 13 different psychology department faculty. Effects of FDP were also apparent among PhD graduates of the department, who showed significant increases in knowledge about addictions, willingness and confidence to treat (rather than refer) substance use disorders, and a doubling of addictive disorders in their post-degree caseloads. This diffusion effect is also seen in the presence of 11 new "second generation" research faculty in the department of psychology who were trained by FDP faculty, and who work full-time in addiction research, of whom six have already been awarded extramural funding. Although only one of the original five FDP fellows remains on faculty, clear effects of FDP endure in departmental teaching and scholarship, and in the addiction training and research of PhD graduates. Based on this program case study, FDP appears to be a promising model for institutionalizing substance abuse research and teaching within a scientist-practitioner training program, and for developing new investigators in addiction research. [More] Descriptors: Substance Abuse, Professional Training, Doctoral Dissertations, Psychology
(1986). New Mexico School Health Manual for Elementary and Secondary Schools 1986. This manual for the school health programs in New Mexico contains a composite of procedures used in school health services, healthful school environment maintenance, and health science instruction. These procedures are used by physicians, dentists, nurses, teachers, etc. to appraise, protect, and promote optimum health of students and school personnel. It is also designed to improve the school environment which combines physical, social, and emotional factors of the school setting that affect the health, comfort and performance of an individual or group. Comprehensive descriptions and discussions cover: (1) the functions and operations of the New Mexico health program; (2) the major responsibilities in the school health program; (3) school health services; and (4) health screening protocols. The appendices are comprised of: (1) health manuals; (2) school health job descriptions; (3) contact persons; and (4) sample forms used in the health program. Descriptors: Communicable Diseases, Disease Control, Elementary Secondary Education, Immunization Programs
(1967). MEXICAN-AMERICAN STUDY PROJECT. ADVANCE REPORT 9, THE SPANISH AMERICANS OF NEW MEXICO–A DISTINCTIVE HERITAGE. USING NEW MEXICO AS A BASIS TO TRACE THE SPANISH-AMERICAN AND MEXICAN-AMERICAN HERITAGE, THE AUTHOR STATES THAT ANY STIGMA PLACED ON THE LATTER GROUP IS ONE OF CLASS DISTINCTION. THERE IS EVIDENCE THAT ACCULTURATION AND ASSIMILATION OF BOTH GROUPS INTO THE ANGLO-AMERICAN SOCIETY IS PROCEEDING STEADILY, AND THAT THE WORLD WARS AND THE KOREAN CONFLICT ACCELERATED URBANIZATION. SPANISH-AMERICANS IN LOWER INCOME CLASSES AND RURAL AREAS HAVE RECENTLY TENDED TO BAND TOGETHER IN SOCIAL ORGANIZATIONS, WHICH HAS TENDED TO INCREASE MILITANCY OF THE GROUPS. THE DOCUMENT COVERS THREE AREAS OF INFORMATION–HISTORY, SOCIAL ASPECTS, AND TRENDS. TABLES ARE INCLUDED ON PERCENTAGES OF PEOPLE WITH SPANISH SURNAMES IN SELECTED PROFESSIONS, PERCENTAGE OF GRADUATES FROM THE UNIVERSITY OF NEW MEXICO WITH SPANISH SURNAMES, AND MEMBERSHIP IN FRATERNITIES AND SORORITIES. THIS REPORT IS AVAILABLE FROM THE DIVISION OF RESEARCH, GRADUATE SCHOOL OF BUSINESS ADMINISTRATION, UNIVERSITY OF CALIFORNIA, LOS ANGELES, CALIFORNIA 90024, FOR $2.00. Descriptors: Acculturation, Anglo Americans, Culture, Education
(1966). OCCUPATIONAL NEEDS FOR VOCATIONAL AND TECHNICAL EDUCATION FOR NEW MEXICO. SUMMARY. THIS STATEWIDE OCCUPATIONAL STUDY WAS ACCOMPLISHED THROUGH PERSONAL INTERVIEWS OF 10,096 BUSINESSES AND INDUSTRIES IN 32 TOWNS AND CITIES IN NEW MEXICO. TABULAR DATA ARE PRESENTED FOR EACH OF THESE NEW MEXICO POPULATION CENTERS WITH A SUMMARY OF PRESENT AND PROJECTED OCCUPATIONAL NEEDS IN DISTRIBUTIVE EDUCATION, OFFICE EDUCATION, TRADE AND INDUSTRY, AGRICULTURAL EDUCATION, AND HOME ECONOMICS. PRESENT AND PROJECTED OCCUPATIONAL NEEDS BY JOB TITLE ARE GIVEN FOR EACH VOCATIONAL AREA. ESTIMATED OCCUPATIONAL NEEDS IN THE FIVE AREAS ARE–(1) PRESENT, 2,477, (2) IN THE NEXT 5 YEARS, 33,951, (3) TURNOVER, 32,301, AND (4) TOTAL, 68,729. DETAILED INFORMATION CONCERNING SPECIFIC POPULATION CENTERS IS AVAILABLE IN REPORTS FOR EACH CENTER. [More] Descriptors: Agricultural Education, Distributive Education, Employment Opportunities, Employment Patterns
(1965). Psycho-Physiological Problems of the Indians of New Mexico Learning a Second Language. According to the document, learning the English language is comparable to learning a foreign language for the American Indian child. Thus, a brief history of the Indians of New Mexico is given in order to emphasize language differences and problems arising in learning a new tongue. As pointed out, second-language learning requires a change in pattern of intonation, stress, rhythm, and meanings in addition to the phonemes. Major linguistic families of the American Indians in New Mexico are discussed, thereby pointing up problematic areas which could relate to academic difficulties for the American Indian. It is believed that the monolingual Indian 6-year-old, entering school for the first time, is at a great disadvantage when compared with an English-speaking 6-year-old entering the same school and having a listening vocabulary of perhaps 8,000 to 10,000 English words. [More] Descriptors: American Indians, Bilingualism, Education, English (Second Language)
(1969). A Master Plan for the Development of Vocational-Technical Education In New Mexico. This master plan for vocational education in New Mexico is the result of a study conducted by professional education consultants. The following areas were examined during the study: (1) New Mexico's present manpower problems, (2) market trends of future industrial potential, (3) state resources capable of attracting new industry, (4) adequacy of existing programs and facilities in vocational education, (5) construction needs, and (6) financing. In response to the expected needs of both students and industry, the consultant recommended an emphasis on "basic learning skills" rather than on subject matter. Other recommendations include: (1) the establishment of a state-level occupational readiness group to help extend the short supply of guidance services throughout the State, (2) new installations to serve large areas and provide for possible post-secondary programs, and (3) state operational and financial responsibility for vocational education. [More] Descriptors: Educational Planning, Facility Planning, Financial Needs, Industry
(1967). The 1967 Summer Conference, Western States Small Schools Project for New Mexico, a Report. A summer conference sponsored by the New Mexico States Small Schools Project was held in Santa Fe in August of 1967. Several speakers described language-learning projects for bilingual children emphasizing use of the Miami Linguistic Readers in New Mexico schools. Mr. Rowan Stutz discussed work-orientation information presented to students in small schools under the Career Selection Education Program. Dr. Madeline Hunter spoke on innovations in education with particular reference to nongrading, team teaching, individualized instruction, and programmed learning. Additional presentations dealt with programmed instruction and flexible scheduling. Dialogue on educational innovations concluded the conference. Panel discussions were held in conjunction with the presentations on bilingual programs and career selection. [More] Descriptors: Bilingual Education, Career Planning, Conference Reports, Educational Innovation
(1982). Staff Accountability Plan for New Mexico Schools: Provisions and Directives. [and] Questions and Answers. In an effort to explain the Staff Accountability Plan for New Mexico's schools, two pamphlets were developed. Designed to address the issue of teacher accountability and certification, pamphlet 1 presents the three provisions of the New Mexico Staff Accountability Plan. The plan requires: (1) a written basic skills assessment as part of teacher training programs; (2) a written assessment of general professional knowledge for initial certification; and (3) an integrated program of on-the-job performance evaluation criteria of effective teaching and staff development activities. To ensure adequate opportunities for review of each of the recommendations, a six-step process is outlined, followed by a brief word about the implementation of the plan. In the second pamphlet, over twenty common concerns regarding the basic skills examination, certification, and evaluation criteria are presented in question and answer format. Descriptors: Accountability, Competence, Elementary Secondary Education, Evaluation Criteria
(1996). New Mexico Indian Education Directory, 1996. This directory provides addresses, phone numbers, and contact persons for state and federal agencies, tribal agencies, organizations, and schools concerned with American Indian education in New Mexico. Sections include the following: a map of New Mexico showing state board of education districts, both elected and appointed; state board of education members, with expiration date of term; representatives to the state advisory council on Indian education; tribal officials, education offices, and tribal organizations of the Pueblo and Apache Tribes and the Navajo Nation; schools in 22 public school districts with Indian student enrollment; Title IX Formula Grant programs, for both public and private schools; P. L. 81-874 programs for public school districts with Indian enrollment; Johnson O'Malley programs for both public schools and tribal programs; public schools and Bureau of Indian Affairs schools participating in Title VII bilingual education Native American programs; private schools with Indian student enrollment; Native American higher education programs, postsecondary institutions, and tribal scholarship programs; education organizations and Head Start programs in New Mexico; various divisions and branches of the Office of Indian Education of the U.S. Department of Education; and four national Indian organizations. [More] Descriptors: American Indian Education, American Indians, Elementary Secondary Education, Federal Programs
(1963). PROBLEMS AND PROSPECTS OF THE RURAL SPANISH AMERICAN VILLAGE OF NORTHERN NEW MEXICO. THIS SPEECH WAS DELIVERED TO THE NEW MEXICO CONFERENCE FOR HUMAN DEVELOPMENT AND WAS CONCERNED WITH THE PROBLEMS FACING SPANISH AMERICAN VILLAGE SETTLEMENTS IN NORTHERN NEW MEXICO. IT WAS STATED THAT THE FUNDAMENTAL REASONS FOR THE DECLINE OF THE SPANISH AMERICAN FARM VILLAGE INVOLVE THE PROCESS OF ACCULTURATION AND SOCIOECONOMIC ADJUSTMENT IN A CHANGING WORLD. SPECIFICALLY, THE YOUNG PEOPLE ARE MIGRATING TO URBAN AREAS. UNEMPLOYMENT IS WIDESPREAD AND PER CAPITA INCOME IS LOW. MALNUTRITION IS PREVALENT, AND DEATH RATES FROM TUBERCULOSIS AND OTHER DISEASES ARE HIGH. EDUCATIONAL PROGRAMS ARE INADEQUATE. THE USE OF NATURAL LAND AND WATER RESOURCES IS NOT EFFICIENT. RECOMMENDATIONS FOR IMPROVEMENT INCLUDE A MORE ACTIVE INVOLVEMENT OF THE MEXICAN-AMERICAN IN RESEARCH AND PLANNING PROGRAMS, SPECIAL EDUCATIONAL PROGRAMS, AGRICULTURAL AND ECONOMIC PROGRAMS, AND A NEED FOR INCREASED EMPATHY IN ALL PEOPLES. Descriptors: Acculturation, Agricultural Skills, Community Problems, Economics
(1981). Technical Education in New Mexico High Schools. In response to a request from the New Mexico legislature, this report assesses the feasibility of establishing technical high schools in the state. The first part of the report relates the current need for technical education to the nation's and the state's rapidly changing technological base. In part two the author addresses the difficulties New Mexico's public schools now have in providing technical education, including needs for additional facilities, up-to-date equipment, basic supplies, and vocational teachers with modern skills. Five ways to provide technical education are then discussed, encompassing vocational programs in conventional high schools, centralized programs within districts with more than one high school, separate technical high schools, cooperative vocational programs among small school districts, and area vocational schools such as are described for Lea and San Juan counties. Among the report's findings are that technical education can be expanded in New Mexico and that this will require commitments from local school boards. The report recommends the expansion of technical education programs in secondary schools, the encouragement of area vocational schools, and interdistrict cooperation to establish technical education programs. Descriptors: Curriculum Development, Institutional Cooperation, Interdistrict Policies, Secondary Education
(1984). Planning Guide for Computer Education Programs in Elementary and Secondary Schools in New Mexico. Designed to assist local board of education members, administrators, teachers, and parents, this guide provides information on planning a comprehensive computer education program and on selecting hardware and software. Planning topics discussed include purposes/types of computer use, staff training, location, distribution of computers across schools and programs, guidelines for evaluating hardware and software, and budget considerations. A model depicts an overview of microcomputers in education. Also provided are a checklist of questions to consider before selecting software/courseware, a list of software source reviews, a discussion of hardware selection, and a list of hardware selection criteria. A resource section lists books and databases, videotapes, periodicals, and associations and organizations that deal with the topic of educational computing; the names of several New Mexico educational computing resource people; and computer bibliographies available through the Educational Resource Center of the New Mexico State Department of Education. Descriptors: Budgets, Check Lists, Computer Software, Educational Planning
(1968). An Analysis of the Major Deficiencies in the New Mexico Schools and Recommendations for Curriculum and Instructional Improvement. "The purpose of this report was to select and present data on the various levels of education in the State of New Mexico, with particular reference to status, deficiencies and needs in curriculum and instruction. The most significant and relevant information on elementary education (public and non-public), secondary education (public and non-public), Indian education, vocational and technical education, and higher education was collected and analyzed to propose suggestions and recommendations for improvement of curricula and instruction." An attempt was made "to reveal significant areas of educational need coupled with recommendations that may suggest programs and projects to cope with the noted educational deficiencies in the state." A formal observation of innovational practices for curricular and instructional revision in New Mexico schools is appended. [More] Descriptors: American Indians, Curriculum Problems, Educational Innovation, Educational Needs