This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Kathryn Weil, Monica Herrera, James Jackson, Beatriz Mitchell, Stewart P. Mennin, Constance M. Gotsch, Santa Fe. New Mexico State Commission on Postsecondary Education, Willard A. Scott, Patrick L. McDaniel, and BYRON FIELDING.
(1995). Opinions of Inclusive Education: A Survey of New Mexico Teachers and Administrators. This paper examines the knowledge and acceptance level of special and general education teachers and administrators regarding inclusive education within the rural and diverse state of New Mexico. While inclusive education of disabled students has gained widespread support, little attention has been paid to program implementation within a rural and poor state such as New Mexico. The evolution of the inclusive education movement began with the passage of the Individuals with Disabilities Education Act (IDEA). Passage of the IDEA led to the Regular Education Initiative movement, whose goal was to merge special and regular education into one system and provide instructional services to disabled children in regular classrooms. An outgrowth of the REI was the full inclusion movement, which focused on strengthening not only the academic performance of disabled students in regular classroom settings, but also socialization skills, attitudes, and positive peer relations. Thirty-nine of 60 special educators attending a 1993 New Mexico conference returned a survey following a presentation on inclusive education. While the majority of educators were supportive of inclusive education, a small percentage (7-15 percent) were consistently nonsupportive. Specifically, nonsupportive respondents desired the continuation of resource rooms and expressed uneasiness about therapists or consultants jointly teaching with them in general education classrooms. Survey results indicate areas of confusion concerning application of inclusive educational practices. However, at the time, none of the school districts represented at the conference had implemented inclusive education. Survey questions and results are included. [More] Descriptors: Administrator Attitudes, Educational Change, Educational Practices, Elementary Secondary Education
(1983). New Mexico High School Proficiency Examination/Diploma Endorsement District Report. 1983. According to the New Mexico Basic Skills Plan, students' attainment of basic skills is assessed by the objective and writing appraisal portions of the New Mexico High School Proficiency Examination (NMHSPE). This report to the New Mexico State Department of Education compiles and analyzes data on diploma endorsements (gold seals) for 1983 graduates provided by each of the 14 diploma-granting high schools in the Albuquerque Public Schools. According to the data collected: (1) 4,679 eligible graduates (93.6 percent) passed the NMHSPE required portions and received diploma endorsements; (2) 319 eligible graduates (6.4 percent) did not receive diploma endorsements because they failed, or neglected to take, one or both required examination sections; (3) 75 eligible graduates (1.5 percent) failed the objective section; (4) 44 graduates (.9 percent) failed the writing appraisal section; (5) 213 eligible graduates neglected to take one or both exam sections; and (6) failure to take the examination was the most frequently cited reason for graduates' not receiving diploma endorsement. Descriptors: Academic Achievement, Basic Skills, Educational Certificates, Graduation Requirements
(1983). New Mexico High School Proficiency Examination (NMHSPE). District Report. 1982-83. This report summarizes test results for the objective portion of the 1983 New Mexico High School Proficiency Examination (NMHSPE) in the Albuquerque Public School district. The NMHSPE assesses the mastery of skills and knowledge specified in the New Mexico Basic Skills Plan. A basic skill is the ability to apply one of five designated skills (Reading, Communication Mechanics, Problem Solving, Identification of Facts and Terms, and Computation) to one of five content areas (Community Resources, Consumer Economics, Mental and Physical Health, Occupational Knowledge, and Government and Law). Students successfully completing both the objective portion and the writing assessment receive a diploma endorsement and a transcript notation from the State Department of Education. Sophomores failing exam sections may retake them as juniors and seniors. The 1983 NMHSPE contains l46 items and uses a Rasch Scale scoring system. Results detailed include: (l) percentage of sophomores taking and passing the NMHSPE; (2) performance summary for special education students; (3) average percent correct; (4) district performances in content and skill areas; and (5) skill and content area interaction. Using NMHSPE results, all schools should identify curricular priorities related to the New Mexico Basic Skills Plan. Appendices contain NMHSPE goals and objectives, NMHSPE Item Descriptors; and a NMHSPE diploma endorsement facsimile. Descriptors: Academic Achievement, Basic Skills, Curriculum Development, Cutting Scores
(1982). The University of New Mexico Medical Center Library's Health Information Services Outreach Program. Begun in 1980, the University of New Mexico Medical Center Library's statewide Outreach Program is a composite of many services and projects designed to meet the medical and health information needs of the state's diverse and scattered population. The only major biomedical library in New Mexico, the Library has built the program on existing structures within the health care system, community libraries, and consumer groups. The interrelated programs aimed at health information dissemination include such disparate elements as the Navajo Area Indian Health Service, the State Medical Society, public libraries, the Improved Pregnancy Outcome Project, the New Mexico Drug Information Center, a statewide Health Information Planning Group, and numerous professional organizations. Outreach program activities include the selection, acquisition, processing, and dissemination of audio-visual and print materials; coordination of health information activities and resources among various groups and agencies; development of public library core collections tailored to specific project goals: publicity and promotion efforts incorporating concerns of multiple projects; and workshops for audiences of mixed primary interests. The program has also created links with the State Health and Environment Department, the State Library System, and the federal Health Systems Agency. Appendices include documentation, forms, and newspaper reports of the program. Descriptors: Agency Cooperation, Delivery Systems, Health Education, Health Materials
(1986). New Mexico High School Proficiency Examination (NMHSPE), 1985-86. District Report. The New Mexico High School Proficiency Examination (NMHSPE) assesses the extent to which New Mexico students have mastered the skills and knowledge specified on the New Mexico Basic Skills Plan. The test includes an objective portion and a writing assessment. A student passing both sections receives a diploma endorsement from the State Department of Education. Students who fail one or both sections of the examination may re-take either or both sections in the junior or senior year. A Rasch scale score of 523 was the minimum passing score, achieved by 94% of the students in Grade 10 and 86% of those in Grade 11. Those taking the examination in Grades 11 and 12 took it to make up for previous failures. The Writing Appraisal was scored with holistic scoring methods by a committee of teachers. In Grade 10, 95% of the students passed the writing section; 88% of students from Grade 11 passed it. The percentage passing the writing skills appraisal has been relatively consistent from 1984 to 1985, but there was a slight drop in performance on the objective portion when compared to the previous year. Goals and objectives of the NMHSPE, item descriptors of the objective portion of the NMHSPE, and a teachers' assignment for evaluating student writing skills are appended. [More] Descriptors: Academic Achievement, Basic Skills, Grade 10, Grade 11
(1991). Survey of Current and Proposed Allied Health Education Programs in New Mexico Post-Secondary Institutions, 1991. In spring 1991, the Council of Chief Instructional Officers of New Mexico two-year institutions compiled information on current and proposed allied health programs in order to foster cooperation and planning in allied health education among the 17 institutions in the state. In summer 1991, the compilation was updated to include allied health programs offered at the state's four-year institutions in order to provide an inclusive picture of the education available in New Mexico. This report lists all allied health programs offered in New Mexico, the institutions offering them, program names, and the degree offered; indicates whether the program is accredited and, if so, by which accrediting body; and reports the average number of students entering and graduating from the programs. Programs are listed in the following categories: (1) associate degree nurse; (2) licensed practical nurse; (3) nurse aide/nursing assistant; (4) emergency medical services; (5) radiologic technology; (6) medical laboratory technician; and (7) other assorted programs, including medical transcription, dental assistant, hospice and grief counseling, and home health aide. For proposed programs, the report lists the institutions that will offer them, the proposed names, implementation dates, degrees to be offered, proposed accreditation status, and anticipated enrollments and numbers of graduates. Proposed programs are listed in the categories of nursing, physical therapy assistant, radiologic technology, human services, occupational therapy, and respiratory therapist. Descriptors: Allied Health Occupations Education, College Programs, Community Colleges, Higher Education
(1985). Special Education in New Mexico: A Guide for Parents and Advocates. Revised. The manual's purpose is to serve as a tool to help parents and advocates to secure an appropriate education for handicapped children in New Mexico. Provisions of the federal and New Mexico laws and regulations which protect the rights of handicapped children are described. Funding for special education is explained, focusing on the state funding formula, the levels of special education programs, funding of ancillary services, and federal funding. Identification, referral, and evaluation procedures are discussed, with guidelines on parents' rights during this process. The functions of the Educational Appraisal and Review Committee, which determines eligibility, places, and develops services for handicapped children, are explored. Also discussed is the school's effort to provide continuity or necessary change in the child's program through annual review of the Individualized Education Program and comprehensive re-evaluations every 3 years. Parents' rights concerning access to school records are noted. Methods are suggested for resolving disputes between parents and school personnel. Appendices include a list of special education advocacy resources in New Mexico and several sample administrative forms. [More] Descriptors: Access to Education, Child Advocacy, Civil Rights, Disabilities
(1982). A Statewide Plan for Postsecondary Education in New Mexico: 1983-1987. A 1983-1987 plan for postsecondary education in New Mexico is presented by the Commission on Postsecondary Education. A brief summary of postsecondary education in the state covers institutions, recent enrollment history, and state funding patterns. Assumptions about the planning context for the 5-year period are based on demographic, educational, societal, and economic factors. Recommendations are offered for (1) responding to New Mexico's environmental and economic needs, (2) access to education, (3) and resource requirements and their effective use. Specific attention is directed to: students' academic preparation; student costs; geographic access; changing needs and articulation; institutional role and mission; responsiveness to needs; public, state, and institutional roles; advances in technology; funding requirements; and partnerships in education. The Commission's recommendations were reviewed by groups and individuals throughout the state. Appendices include papers describing New Mexico's postsecondary system, the anticipated planning context for the 1980s, the rationale for selecting critical issues, and supporting data on enrollments, appropriations, instructional expenditures, students' age and ethnicity, and tuition. Descriptors: Access to Education, College Planning, College Role, Economic Factors
(1993). Performances on the NBME I, II, and III by Medical Students in the Problem-Based Learning and Conventional Tracks at the University of New Mexico, Academic Medicine. Performance by University of New Mexico students on the National Board of Medical Examiners exam was compared for two curriculum tracks, conventional (n=508) and problem-centered (n=167). Results suggest that the more teacher-centered and structured curriculum prepared students better for Part I of the exam, and the student-centered, problem-based curriculum prepared students better for Part III. Descriptors: Academic Achievement, Comparative Analysis, Educational Strategies, Higher Education
(1977). Teaching about New Mexico History and Culture. History Series, Volume 2. This volume is designed to aid those who teach New Mexico history by making available easy-to-use activities. The aims of the activities are to increase student interest in state history and to develop within children an understanding of the role history plays in their lives. Although intended for elementary and junior high school students, many activities are adaptable for use in secondary school classrooms. The guide is arranged into three major topic sections. The goal of section one is to personalize history while introducing students to their state. Activities focus on the individual and what an historical event means to each individual. Section two contains activities which develop skills that students can use in studying state history. Students are involved in games, drawing cartoons, filling in blank maps, and choosing items for a time capsule. Section three contains sample activities on the role that culture and the interaction of cultures play in the history of New Mexico. The activities are supplementary and can be applied to the study of any state with slight variations. Several activities involve the use of postcards in exploring student images of New Mexico. The postcards, available from the publisher in hard copy, are not filmed on the microfiche. All other necessary teacher instructions, handouts, and master sheets are included on the microfiche. Descriptors: Cultural Education, Culture Contact, Curriculum Guides, Educational Games
(1987). The Cultural Values of Ten Hispanic Women in Eastern New Mexico. The Hispanic woman in New Mexico has lived in a changing rural environment that has urbanized only recently. This paper examines the comments of modern Hispanic women in eastern New Mexico to document their beliefs about change and stability in their lives. Ten women, ranging in age from 23 to 93 and spanning 4 generations, answered questions about their educations, families, religious training, and work. The lives of these women reflect many of the themes of previous research. Family structures and other social institutions have been similar across the generations. Hispanic women's value systems have not changed drastically from the early 1900s to the present, with a continuing emphasis on hard work, discipline, religion, and a supportive extended family. Although families have always encouraged girls to remain in school, women's access to more advanced education opened up only in the 1930s and 1940s. Increased education and career opportunities in the last few decades have, in turn, delayed the ages at which Hispanic women marry and bear children. This paper provides an overview of the history of New Mexico's women from the Spanish Conquest to the 1970s. This paper contains 18 references. Descriptors: Cultural Background, Educational Experience, Elementary Secondary Education, Family Life
(1966). HOW NEW MEXICO SCHOOLS ARE USING FEDERAL FUNDS TO MEET LOCAL NEEDS. TITLE I MONIES UNDER THE ELEMENTARY AND SECONDARY EDUCATION ACT WERE AVAILABLE FOR THE FIRST TIME DURING THE SCHOOL YEAR OF 1965-66. IN ORDER TO RECEIVE THE FUNDS FOR WHICH A LOCAL SCHOOL DISTRICT WAS ELIGIBLE UNDER THIS LAW, EACH DISTRICT HAS TO SUBMIT A PROJECT APPLICATION THAT WOULD MEET THE SPECIAL EDUCATIONAL NEEDS OF ITS EDUCATIONALLY DEPRIVED CHILDREN. AS A RESULT OF PLANNING AND ORGANIZATION, 89 OF THE 90 LOCAL SCHOOL DISTRICTS IN THE STATE OF NEW MEXICO IMPLEMENTED ONE OR MORE NEW PROGRAMS WHICH WERE SUPPORTED ENTIRELY BY TITLE I FUNDS. BECAUSE OF NEW MEXICO'S INDIAN, SPANISH, AND ANGLO CULTURES, TITLE I PROJECTS WERE TAILORED TO MEET A VARIETY OF LOCAL NEEDS. NEARLY EVERY SCHOOL DISTRICT IN NEW MEXICO USED SOME TITLE I MONEY FOR DEVELOPMENT OF READING SKILLS. SOME OF THE OTHER PROGRAMS DURING THE FIRST YEAR WERE IN THE AREAS OF MUSIC, VOCATIONAL EDUCATION, FOREIGN LANGUAGE, TRANSPORTATION, HEALTH SERVICE, PRESCHOOL EDUCATION, AND SCHOOL CONSTRUCTION. THIS ARTICLE APPEARS IN "NEA JOURNAL," VOL. 55, NO. 6, SEPTEMBER 1966, PP. 23-26. Descriptors: American Indians, Anglo Americans, Bilingualism, Communication Skills
(1967). New Mexico State Indian Student Dropout Study. First Year Report: 1966-67. Purposes of this study were (1) to identify certain characteristics, influences, and causal factors relating to the school dropout; (2) to determine the extent and nature of the dropout problem among American Indian students in the State of New Mexico; and (3) to bring the dropout problem to the attention of educators throughout New Mexico. A dropout was defined as any student (grades 7-12) who leaves school for any reason other than graduation, transfer, death, or release for early admission to a university. The study included 74 male and 69 female dropouts from 9 New Mexico school districts. It was found that more males than females dropped out; the number of dropouts increased until grade 11; the age at which the greatest number of male dropouts occurred was 17, while more females dropped out at age 16; approximately 29% of the dropouts were released from school because of truancy; 35% were released but the reason for withdrawing was not reported; 14% withdrew because of transfer and/or family move; and the greatest number of males left school in October, while the greatest number of females left school in December. [More] Descriptors: Age Differences, American Indians, Dropout Characteristics, Dropout Research
(1990). Preparing Educational Leaders for Rural School Districts: New Mexico's State-Wide Collaborative Approach. Educational administration faculty from five public higher education institutions in New Mexico formed a consortium to address the need for effective educational leaders in rural school districts. Members established the New Mexico Partners for Educational Leadership (PEL), composed of faculty from the five universities, leading educational administrators from New Mexico's rural school districts, selected school board members, and high-ranking officials from the State Department of Education. They developed the following strategies: (1) establishment of regional "pools" of rural school districts to facilitate the identification of potential leaders and provide supervision and subsequent placement; (2) development of a state-wide assessment center for selecting candidates of the preparation program; (3) professional development for preparation program faculty members; and (4) establishment of common standards for admissions and programmatic expectations across the five universities' preparation programs. During the next phase (1991-1992), faculty will deliver programs for candidates and establish cooperative arrangements for site supervision and placement in administrative positions. Concerns for the future are the cohesiveness of PEL, funding sources, availability of candidates, cooperation among university faculty, and support of school districts. Descriptors: Administrator Education, Consortia, Educational Administration, Educational Planning
(1996). A Survey of Graduates in Practice from the University of New Mexico's Conventional and Community-Oriented, Problem-Based Tracks, Academic Medicine. A survey of graduates (n=87) of the University of New Mexico's conventional medical program and its parallel problem-based curriculum (n=33) found graduates of the latter much more likely to work in medically underserved areas and publicly funded health care settings, care for nonpaying patients, and identify patient problems and curiosity as learning motivation. Some similarities between groups were also found. Descriptors: Comparative Analysis, Curriculum Design, Graduate Surveys, Higher Education