This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Leroy Ortiz, Eddie Biakeddy, Carolyn Ralston, Washington Office of Vocational and Adult Education (ED), William A. Blanpied, Paul A. Wirth, Mary J. Holzapfel, Gretchen Vermilye, Las Cruces. Agricultural Experiment Station. New Mexico State Univ., and APS in Action.
(1971). Labor Resources in the Four Corners Economic Development Region. Four Corners Agricultural and Development Study. One of five reports developed to summarize research efforts conducted as part of an Agricultural-Forestry Development Project, this report presents the results of an inventory of human resources used in the agricultural and forestry industries in the Four Corners Economic Development Region. Explored are such aspects of labor as: (1) employment and employment trends, (2) unemployment, (3) seasonal unemployment, and (4) underemployment. Some of the findings were: (1) Employment is projected to increase in each of the four states (Arizona, New Mexico, Colorado, and Utah) over the period 1960-1975, with the highest percentage change expected in Arizona, (2) The level of unemployment was consistently higher in Utah, with New Mexico rates approaching those of Utah and Arizona and Colorado considerably lower, and (3) In 1960, 10 counties in the region had negative total man-years of economically unutilized labor. Tables depicting the findings are included. [More] Descriptors: Agricultural Trends, Agriculture, Economic Development, Employment Patterns
(1981). The Development of Culturally Relevant Spanish Literacy Materials. A number of issues related to the production of literacy materials for the Chicano children of New Mexico are discussed. First, a historical survey gives some idea of the way in which instructional materials available for use with Spanish-speaking children have contributed to cultural estrangement and alienation from their own particular home and community culture. Following this, a discussion of sociolinguistic issues indicates what is involved in the preparation of instructional materials designed to move children into bilingualism, bi-literacy, and biculturality. In a final section, the "Tierra de Encanto" reading series is reviewed and indications are given on the way it was particularized to meet the needs of Spanish-speaking children in New Mexico. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Cultural Background
(1984). APS Ranks High on College Entrance Exams. This document discusses the scores of Albuquerque (New Mexico) Public Schools (APS) students on the American College Test (ACT) and the Scholastic Aptitude Test (SAT) during the 1982-83 school year. Graphs, a map, and a question and answer format are used to report the information. Comparisons of average ACT scores and average SAT scores are drawn for three categories: (1) students across the nation; (2) in the state of New Mexico; and (3) students enrolled in APS. Two charts indicate the mean SAT and ACT scores in rank order for large school districts across the nation, showing Albuquerque's relative placement. APS students achieved scores consistently higher than the national and state averages. The factors which most significantly contributed to the success of APS students on the college entrance examinations are discussed. Descriptors: College Bound Students, College Entrance Examinations, Comparative Analysis, Scores
(1969). State Politics of Education: Policy Formulation–Past Present and Future. State actions related to the formulation of educational policy are treated from four distinct points of view. Tom Wiley, University of New Mexico, describes pressures upon the school system in New Mexico by the U.S. Office of Education, the State legislature, the governor's office, and teacher associations. Michael Manley, assistant to the Democratic floor leader of the California legislature, discusses specific legislation enacted by the California Assembly in areas of school finance (including support for special services, children's centers, and kindergartens), increasing local authority to develop local curricula, and a standardized statewide testing program. Joseph H. McGivney, Syracuse University, outlines and evaluates the main features of Planning-Programing-Budgeting Systems. Laurence Iannoccone, Harvard University, projects a basic shift in the governance of education, with authority through funding becoming less centralized in the Federal government and more actively expressed through political interest groups active at the State and local levels. [More] Descriptors: Critical Path Method, Decision Making, Educational Policy, Federal State Relationship
(1978). Comparison of Instructional Costs Per Full Time Equivalent Student. Report No. 78-15. A survey conducted to provide general information on instructional costs at universities similar to Montana State is presented in an effort to demonstrate difficulties involved in comparing costs among different universities. A sample of six comparable financial reports from Rocky Mountain area universities were collected. Figures are provided for the six institutions (not identified by school) including: Idaho State University; New Mexico State University; North Dakota State University; South Dakota State University; University of New Mexico; and University of Wyoming. Although detailed financial reports were received, only approximately half of the collected data could be reconciled into a common format. It is suggested that two major problems exist for this type of a study. First, the press for standard intrastate reporting methods across general types of institutions seems to preclude standard interstate reporting procedures for a specific type of institution. Secondly, significant differences exist in the definition of student credit hours and the calculation of full time equivalent enrollment. [More] Descriptors: Comparative Analysis, Cost Effectiveness, Data Analysis, Data Collection
(1976). Case Studies in Regional Energy Planning. Papers presented at a symposium at the Annual Meeting of the American Association for the Advancement of Science (142nd, Boston, Massachusetts, February 18-24, 1976). The papers reproduced in this collection were originally prepared for presentation at a February 1976 symposium at the annual meeting of the American Association for the Advancement of Science. The symposium summarized a series of three regional seminars on National Energy Policy in a Regional Context; these seminars were held in Minnesota, New Mexico, and California. Five papers are included in this publication. The first highlights some of the major conclusions of the Ford Foundation's Energy Policy Project, particularly those with implications for planning at the sub-national level. The next three papers present energy problems as viewed from Minnesota, New Mexico, and California. The last paper considers prospects for interregional cooperation in energy policy planning. [More] Descriptors: Case Studies, Conferences, Energy, Federal Programs
(1973). A Factor Analysis of the Education Foundations "Education Scale". The response to 20 attitudinal items on the University of New Mexico Educational Foundations "Education Scale" by 149 UNM students were used as the basis for a factor analysis. The analysis yielded five rotated factors. The factors were difficult to interpret and the analysis did not lend any support to the a priori grouping and judgements of educational concepts of the authors. Interpretations made by an educational philosopher provided a different perspective. What were thought to be attitudinal items were statements of philosophies. Apparently, while the authors were looking for surface relationships regarding educational concepts, deeply rooted philosophies were functioning. A recommendation for completely different use of the scale was made. A copy of the University of New Mexico Educational Foundations Education Scale is included in the Appendix. [More] Descriptors: Attitude Change, College Students, Educational Attitudes, Educational Philosophy
(1980). Adult Education State Plan Development: Approaches to Participatory Planning in Selected States. This report describes the major approaches to participatory planning used by seven states in responding to the requirement for a three-year Adult Education State Plan of the 1978 Amendments to the Adult Education Act. (Information was collected during two visits per state to California, Delaware, Kansas, Louisiana, Mississippi, New Jersey, and New Mexico to document and assess their planning processes.) The first chapter is an introduction. Chapter 2 describes the four major approaches or models adopted by the states in developing their three-year state plans, ranging from a high degree of local involvement in establishing program needs through a regional level approach to exclusively state level development. The various approaches are (1) state adult education staff with minimal input (California, Delaware, New Mexico), (2) statewide participatory planning groups (Mississippi, Louisiana), (3) regional planning groups (Kansas), and (4) local (county) participatory planning groups (New Jersey). A summary and conclusions are presented in Chapter 3. Descriptors: Adult Education, Adults, Agency Cooperation, Cooperation
(1971). Special Field Reports on School Desegregation Projects: Hartford, Forrest City, Bernalillo, Dade County. These reports of the National Center for Research and Information on Equal Educational Opportunity analyze four school districts differing demographically, geographically, and in terms of local history in order to gather information on the ongoing desegregation projects in these areas. Field trips were made to Hartford, Connecticut, Dade County, Florida, Bernalillo, New Mexico, and Forrest City, Arkansas. The experimental program in Hartford involved busing 200 elementary out of the city to suburban school systems. In Dade County, a human relations program was set up, in which faculty desegregation was emphasized. The Bernalillo schools instituted an inservice program to increase cultural awareness for teachers–there being large numbers of Indians and Mexican Americans in New Mexico. After the Forrest City public schools desegregated, workshops for teachers, administrators, supervisors, and counselors were created. [More] Descriptors: American Indians, Black Students, Desegregation Methods, Faculty Integration
(1988). A Domestic/International Field Center for Intercultural Education in Built Environment: Final Report. During the 2.5 years the project was in operation, the International Center for Culture and Environment (Santa Fe, New Mexico) provided courses concerned with aspects of intercultural communication related to environmental design and planning to students and practitioners from 15 U.S. states and 15 foreign countries. Courses were provided in three formats: semester-length courses, summer courses, and short seminars on selected subjects. Students in semester and summer courses spent about half their time working on field projects in Northern New Mexico. Several principles were incorporated into field work to increase relevancy in developing nations. These included community initiation of projects, community involvement, rapid research techniques, rapid problem definiton and cooperation, and establishment of an international network of information exchange. The need to market the program was identified along with other evaluation results that indicate the program was a qualified success. Appendixes include a formative evaluation of the project's first two years. [More] Descriptors: Architecture, Building Design, Community Involvement, Course Content
(1985). Resources: Substances and Alcohol Abuse Programs. To assist schools and community organizations in implementing the 1984 Navajo Nation Education Policy on Substance and Alcohol Abuse, the Monitoring-Evaluation and Technical Assistance office has identified resources, materials, and operational programs that should be helpful in the development of programs to prevent and combat the enormous problem of drug and alcohol misuse on the reservation. The document describes curricula, personnel, and grade levels involved in programs already established in Gallup and Farmington (New Mexico) and Window Rock (Arizona) schools. Locations, directors, and services of youth treatment programs in Chinle, Phoenix, and Window Rock (Arizona) and Gallup and Pine Hill (New Mexico) are summarized. Sources of substance and alcohol abuse curriculum materials and presentations used in Window Rock and Gallup schools are listed. Names and addresses of seven state/national organizations which can provide resource materials are also included. Descriptors: Alcohol Education, American Indian Education, American Indians, Clinics
(1964). PROBLEMS AND DIFFICULTIES IN PLANNING AND DEVELOPMENT IN AREAS WITH LARGE MINORITY GROUPS. DATA FOR THIS PAPER, PRESENTED AT THE TWENTY-SEVENTH ANNUAL CONFERENCE OF THE SOUTHERN SOCIOLOGICAL SOCIETY AT ASHEVILLE, NORTH CAROLINA ON APRIL 17, 1964, WERE DERIVED FROM THE AUTHOR'S RESEARCH ACTIVITIES AMONG THE SPANISH SPEAKING PEOPLE OF NORTHERN NEW MEXICO AND FROM HIS PARTICIPATION IN COUNTY AND REGIONAL PLANNING ORGANIZATIONS. THE GEOGRAPHIC REGION OF NORTHERN NEW MEXICO IS A SOUTHERN EXTENSION OF THE ROCKY MOUNTAINS DESCRIBED AS A WOODED UPLAND PENINSULA RISING ABOVE THE GENERAL SEMI-DESERT. THE HISTORY OF THE SPANISH AMERICAN CULTURE OF THIS REGION DESCRIBES A PATRON-PEON SYSTEM, COMMUNAL LAND GRANTS, AND ISOLATED, SELF-SUFFICIENT SOCIAL VILLAGES. MAJOR OBSTACLES TO EFFECTIVE PLANNING INCLUDE (1) STEREOTYPED ATTITUDES, (2) LANGUAGE BARRIER, (3) FAILURE TO CONTACT THE REAL SPANISH AMERICAN LEADERS, (4) FAILURE TO RECOGNIZE THE NATURE OF THE VILLAGE ECONOMY, AND (5) FAILURE TO DEVELOP PROGRAMS SPECIFIC TO THE AREA AND NEEDS. FOURTEEN SUGGESTED TOPICS FOR RESEARCH ARE OFFERED. [More] Descriptors: Acculturation, Cultural Background, Cultural Context, Cultural Differences
(1985). Secretary's Awards for Outstanding Adult Basic Education Programs. 1985. Profiles are provided for the outstanding adult basic education (ABE) program in each of 10 regions. Each profile provides a brief background; discusses the program's focus(es); describes program activities, operation, and components; presents some figures on the population served; and provides the name, address, and telephone number of a contact person. These programs are included: Nashua (New Hampshire) Adult Learning Center ABE Program; Fair Law (New Jersey) ABE Program for the Deaf; Fairfax (Virginia) Adult Integrated Network (FAIN); ABE, Caldwell Community College and Technical Institute, Hudson, North Carolina; ABE–Lawrence Adult Center, Springfield, Illinois; Dona Ana Branch Community College–ABE, New Mexico State University, Las Cruces, New Mexico; Alliance, Nebraska ABE; Billings (Montana) Adult Education Center; Rio Salado ABE, Rio Salado Community College, Phoenix, Arizona; and Sitka (Alaska) Basic Education Program. [More] Descriptors: Adult Basic Education, Adult Literacy, Adult Programs, Basic Skills
(1982). The Computer Experience Microvan Program: A Cooperative Endeavor to Improve University-Public School Relations through Technology. To a large extent the Southwest can be described as a rural area. Under these circumstances, programs for public understanding of technology become, first of all, exercises in logistics. In 1982, New Mexico State University introduced a program to inform teachers about computer technology. This program takes microcomputers into rural classrooms (via a van that travels throughout the state) in order to introduce microcomputer technology and its potentials for educational programs to students and teachers. The program's organizational structures involves support from the International Space Center, the International Hall of Fame Foundation, New Mexico State University, and Texas Instruments Corporation. The van program cost for schools is $150 per day. Objectives of the project encompass: (1) computer awareness; (2) computer literacy; and (3) hands-on machine time. The van project has been effective in improving university relations with public elementary and secondary schools. Descriptors: College School Cooperation, Computer Literacy, Educational Technology, Elementary Secondary Education
(1983). Instructional Technology Needs in Rural Special Education. A New Mexico study interviewed 1 special education teacher and 1 administrator from each of 17 small rural school districts, via a 65-item interview guide related to staff development needs. Lack of staff development activities was identified as a critical problem for special educators. Training in instructional technology was the most frequently mentioned inservice need. A majority of respondents (91%) indicated that instructional technology would be useful in the provision of special services. Most respondents (94%) felt competence in instructional technology would improve special educators' effectiveness in the classroom, but response to the question of whether competence in this area would improve special education administrators' effectiveness was mixed. A final section of the paper describes specific instructional/educational technology applications, including New Mexico State University's preservice/inservice teacher education program for special education, which trains students in computer-managed instruction and computer-assisted instruction. Descriptors: Administrator Attitudes, Computer Assisted Instruction, Computer Managed Instruction, Educational Technology