This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Richard P. Williams, Jean Legant, Shirley M. Hord, Washington Joint Economic Committee, New Mexico State Dept. of Education, Santa Fe. Div. of Vocational Education., Karen Lang-Ferrell, S. Lyman Tyler, Dolores A. Gunnerson, and Santa Fe. New Mexico State Dept. of Education.
(1972). The Right to Remain Indian. The Failure of the Federal Government to Protect Indian Land and Water Rights. The document is submitted pursuant to a contract with the U.S. Commission on Civil Rights, in preparation for hearings held in New Mexico during November 1972. It covers the protection and preservation of the land and water rights of the American Indian tribes in the Southwest, which is as vital as any problem which now confronts the Pueblo tribes. The discussion: (1) considers the relationship which exists between the Indian tribes and the United States Government, using the Pueblo Tribes as an illustration; (2) traces the development of the legal basis for protection of the tribal rights to use water–the Winter's Doctrine; (3) chronicles legislative and administrative events affecting the Pueblo and neighboring tribes in both New Mexico and Arizona; and (4) interprets those events. [More] Descriptors: American Indian Reservations, American Indians, Civil Rights, Federal Programs
(1967). FINANCIAL ANALYSIS, P.L. 89-10, TITLE I, ELEMENTARY AND SECONDARY EDUCATION ACT, 1965, FISCAL YEAR 1966-67. PRESENTED IS THE STATISTICAL RECORD OF TITLE I ACTIVITIES IN NEW MEXICO DURING THE FISCAL YEAR 1966-67. THE REPORT CONTAINS DATA ON SCHOOL DISTRICT ALLOCATIONS, TOTAL EXPENDITURES IN EACH BUDGET CATEGORY, AND EXPENDITURES IN EACH CATEGORY IN PUBLIC SCHOOLS AND SCHOOLS FOR THE HANDICAPPED AND THE DELINQUENT. IT ALSO INCLUDES FIGURES ON PERSONNEL IN THE REGULAR AND IN THE SUMMER SCHOOLS AND A LIST OF TITLE I SCHOOL SYSTEMS AND SCHOOL UNITS, BOTH PUBLIC AND NONPUBLIC. [More] Descriptors: Compensatory Education, Delinquency, Disadvantaged Youth, Educational Finance
(1997). Directory of Vocational Rehabilitation Service Projects for American Indians, 1997-98. Revised. This brief directory lists 39 American Indian vocational rehabilitation services programs in 16 states: Alaska, Arizona, California, Colorado, Idaho, Michigan, Minnesota, Mississippi, Montana, New Mexico, North Carolina, North Dakota, Oklahoma, Oregon, South Dakota, and Washington. Each listed program contains tribal name, name of director, address, telephone and fax numbers, and an e-mail address (where available). There is a separate state-by-state list of vocational rehabilitation service projects that address American Indians with disabilities. Descriptors: Alaska Natives, American Indians, Disabilities, Rehabilitation Programs
(1987). Resources for Administrator Assessment and Staff Development. A synthesis of literature on administrator assessment and staff development and a directory of resources are presented in this document. Section 1 discusses several aspects of administrator evaluation–the purposes of performance assessment; the components of evaluation; and the issues, processes, and recommendations for an effective evaluation system–and presents examples of several state and district evaluation systems. Examples of different types of evaluation instruments from several systems, specifically those of Georgia, Arizona, New Mexico, Oklahoma, and Tennessee, are also presented. The second section focuses on the components of effective staff development systems, offering guidelines and a checklist for planning and implementation. Innovative staff development strategies, such as principal centers and an international principal improvement project, are also described. Regional resources for administrator staff development are provided in the third section, which describes programs in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas, and lists available SEDL workshops. The last section offers descriptions of 27 national programs and resources. (57 references) [More] Descriptors: Administrator Effectiveness, Administrator Evaluation, Educational Administration, Elementary Secondary Education
(1973). A Manual to Aid the Understanding and Implementation of Statewide Evaluation. A guide for understanding the New Mexico statewide evaluation program is presented. It includes the following main sections: (1) educational evaluation: 1969 to Current, (2) Senate Memorial 40, (3) entry phases in objective based evaluation program, (4) schedule of evaluation activities for 1972-73 school year, (5) specific duties for MAP representatives, (6) selection of objectives rating committees, (7) instructions for objectives raters, and (8) objectives rating packets. [More] Descriptors: Educational Legislation, Educational Objectives, Evaluation Methods, Guides
(1974). The Jicarilla Apaches. A Study in Survival. Focusing on the ultimate fate of the Cuartelejo and/or Paloma Apaches known in archaeological terms as the Dismal River people of the Central Plains, this book is divided into 2 parts. The early Apache (1525-1700) and the Jicarilla Apache (1700-1800) tribes are studied in terms of their: persistent cultural survival, social/political adaptability, and relationships with the Pueblo Indians, the Spanish, and other American Indian tribes. Documentation details the Cuartelejo/Paloma association and alliance with the Carlana Apaches of southeastern Colorado (all 3 tribes of which were intimates of the Jicarillas proper of northeastern New Mexico); their gradual movement southward; their appearance in Texas and Coahuila where they were called Lipiyanes and Llaneros and finally just Llaneros; and their ultimate return to New Mexico where in 1798 and 1801 they explicitly claimed to be part of the Jicarillas and remained the Llanero Band of the present Jicarilla tribe. Descriptors: Adjustment (to Environment), American Indians, Anthropology, Cultural Background
(1968). Expanding Practices in Secondary Reading In-Service Programs. The expansion of developmental reading programs into the secondary grades requires qualified and trained secondary reading teachers . This need is presently being met by local school districts through the operation of inservice training programs. The following observations of these programs are reported: (1) the secondary reading program is now advancing as rapidly as the elementary program, (2) local school districts state their own needs and problems and establish their own goals for inservice programs held in cooperation with a university, (3) more personnel and specialists are being involved in team programs, (4) continuous total staff programs are replacing 1-day seminars and teacher inservice programs, (5) regional and national inservice programs involve specialists across the nation, and (6) program content is moving away from reading instructional techniques toward a consideration of the total learning process. The inservice programs of New Mexico State University and Las Cruces Public Schools, New Mexico, are cited. [More] Descriptors: Developmental Reading, Inservice Education, Inservice Teacher Education, Institutes (Training Programs)
(2000). Technology Advisory Council New Mexico Technical Business Skills Needs Survey. This document summarizes the findings of a technical needs assessment survey completed by 207 New Mexico technical businesses in 2000. The major objective of the survey was to identify the types of technical skills employers needed from workers coming from the community and vocational college level. Research indicates that 62% of businesses have difficulty finding hands-on technical employees who have at least some college education, and 54% anticipate a need for more of this type of employee in the next 5 years. The technical skills sets studied in the survey include 52 specific skills and abilities in five basic areas: (1) communication, teamwork, and problem-solving; (2) workplace quality and compliance; (3) math and measurement abilities; (4) computer skills; and (5) manufacturing and technical skills. Employers indicated whether each of these skills was essential, preferred, or not required of entry-level technicians with only some college. Survey results found that those skills most likely to be reported as essential focus on communication, teamwork, work quality, problem-solving skills, punctuality, safety compliance, responsibility, and basic computer and data entry skills. Includes two figures and a table of the businesses' rankings of skills and abilities within each skill group. [More] Descriptors: Community Colleges, Education Work Relationship, Employer Attitudes, Job Skills
(1978). Laguna-Acoma High School Alumni, Classes of 1964 through 1974, Who Have Earned Bachelor's Degrees. Students, families, colleges and funding agencies contributed data to determine the educational status of the alumni of Laguna-Acoma High School in New Mexico. Of the 749 students graduating from the school from its opening in 1964 to 1974, sixty-two students, or 8%, received a baccalaureate degree by August of 1978. New Mexico colleges and universities conferred the majority of these degrees. The gradepoint averages of the college graduates at the time of their high school graduation ranged from 3.987 to 1.818. Their Rank in Class ranged from first to fifty-first. The graduates entered nineteen different major fields of study, but education (30%) and business administration (14%) were by far the most popular. There are brief breakdowns by ethnic background and graduating class. An appendix lists the college graduates, their schools, and their major fields of study. Descriptors: American Indian Education, Bachelors Degrees, Class Rank, College Graduates
(1988). Indian Education and the Proposed Transfer of Bureau of Indian Affairs Schools to Tribes or Local Governments. Hearing before the Subcommittee on Education and Health of the Joint Economic Committee, One Hundredth Congress, First Session (Santa Fe, New Mexico, September 4, 1987). This congressional hearing, held at the Santa Fe (New Mexico) Indian School, addressed issues relating to the quality of education for American Indians. A central issue was a proposal transferring management of Indian schools from the Bureau of Indian Affairs (BIA) to tribes or local governments. Statements from federal and local authorities centered on the quality of education under the current BIA system. Included in the report are statements from local education officials and leaders from several tribes. An appendix includes letters, statements, and testimony expressing concerns about the proposal from school, community, and tribal leaders. Concerns about the proposed transfer of authority centered around educational quality, that is, whether there would be a reduction of services or funds after the proposed legislation was put into effect. Proponents of the transfer argued that it would mean increased local and tribal control over the BIA schools. Federal officials contended that the move was not a budget-cutting measure and said the BIA would still monitor many aspects of school construction and maintenance. Native Americans represented in the proceedings included members of the Navajo, Apache, and Pueblo nations. Attachments include data comparing test results of American Indian children in New Mexico with those of Hispanics and Anglos. There is also a history of the relationship between the federal government and the Jicarilla Apache Indians of New Mexico. The history focuses on Indian education. [More] Descriptors: Administrative Change, American Indian Education, Elementary Secondary Education, Federal Aid
(1973). Evaluation and Assessment Unit. 1972-73 Annual Report. The following topics of the annual report of the evaluation and assessment unit of the New Mexico State Department of Education are discussed: (1) standardized/norm-referenced testing program, (2) objective-based testing program, (3) assistance to the mutual action plan, (4) technical assistance and consultative services to SDE staff and operational units, (5) State evaluation advisory committee, (6) opinion survey, (7) budget, (8) information dissemination, (9) future planning, and (10) projected activities. [More] Descriptors: Annual Reports, Budgets, Educational Planning, Information Dissemination
(1969). Evaluation of Service Activities Undertaken by the Educational Service Center for the Period July 1, 1967 to December, 1968. According to this 1967-68 evaluation report, the Educational Service Center (ESC)–funded under Title III of the Elementary and Secondary Education Act–provided on-demand services to 29 northern, central, and western New Mexico school districts. In the document, 9 tables show the distribution and variety of ESC assistance in the areas of diagnosis of learning disabilities, guidance and counseling programs, curriculum development, adult education and community development, school evaluation and research, data-processing operations, preparation of proposals, inservice teacher training, school scheduling, and building plans. In addition, objectives of the ESC and narrative evaluations of its work (drawn by an evaluation consultant from trip records, testing reports, and evaluations by 23 superintendents) are presented with project conclusions concerning rural New Mexico children and schools in order to provide a foundation for proposals made for ESC's future and the establishment of intermediate school units among the 29 districts. (A related document is ED 020 818.) [More] Descriptors: Consultation Programs, Disadvantaged, Education Service Centers, Intermediate Administrative Units
(1971). A Comparative Analysis of the Mathematics Used in Industry by Electronic Technicians Having an Associate Degree. The purpose of this study was to collect data to determine the mathematical concepts used in everyday industrial work by technicians in the area of electronics, particularly the graduates of New Mexico Highlands University. The instrument used to gather information was constructed from information contained in related studies, textbooks, and a course syllabus of mathematics for electronic technicians. Questionnaires were then mailed to 55 graduates of the New Mexico Highlands University technology program and to 115 graduates of other institutions who were working in industry. The findings revealed that a wide range of mathematical concepts were used, that lower level jobs required basic math and that higher level jobs required calculus. The majority of tasks required the use of algebra and trigonometric concepts, and the data indicate that graduates are in all levels of technician work. A majority of the graduates felt that they were adequately prepared and preferred to have the electronic technology department teach the mathematics. Descriptors: Associate Degrees, Comparative Analysis, Doctoral Dissertations, Educational Needs
(1964). The Ute People: A Bibliographical Checklist. Indian Affairs #3. Materials pertinent to research on the history of the Ute Indians and their "linguistic relatives" are cited in this 1964 bibliographical checklist. As noted, geographical areas occupied or frequented by the Ute Peoples include areas which are now western Colorado, northern New Mexico, most of Utah, and northern Arizona. Documentation for the historian or ethno-historian begins in the records of the Spanish Province of New Mexico shortly after 1600–not with the coming of the Anglo Americans some 200 years later–and the bibliography tends to be more complete for the period prior to 1952. The citations are categorized by the following document types: bibliographies and guides, manuscript material from the Spanish and Mexican Periods, miscellaneous manuscripts, U.S. Government documents, Utah Territorial documents, some contemporary newspapers, some contemporary periodicals, and other published works. [More] Descriptors: American Indians, Bibliographies, Cultural Education, Government Publications
(1968). Distinguishing Factors Between General Education, Pre-Vocational Education, and Vocational Education: A Position Paper. To establish its position concerning the differences between general, prevocational, and vocational education, the Division of Vocational Education for New Mexico defined each area and applied these definitions to agriculture, distributive education, health occupations, home economics, office education, and trade and industrial education programs at the secondary level. Charts of possible sequential courses for occupational training programs are used to clarify the relation between general, prevocational, and vocational education. [More] Descriptors: Charts, Definitions, Educational Programs, General Education