This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Stefanie A. Wittenbach, Laurie Born, Phil Sharman, Jennifer K. New, Rockville Substance Abuse and Mental Health Services Administration (DHHS/PHS), Laura Wendling, Dean Chavers, Inc. MGT of America, Nada Ballator, and Dave Wilson.
(1997). Cooperative Education in New Mexico. In 1988, the State Legislature created the New Mexico Cooperative Program to develop and expand cooperative education (co-op) programs. The Commission on Higher Education (CHE) was designated to help institutions establish and expand programs and collect information. For reporting purposes, CHE required that, in order to be considered co-op, work placements must be degree/career related, paid employment, and formalized with a written agreement. During fiscal year (FY) 96-97, 1,816 co-op placements were reported: a majority continued to be male students, with 1,132 males placed as compared to 683 females; 59 placements were American Indian; 33 were Asian; 20 were Black; 685 were Hispanic; 945 were White; and 74 were of unknown ethnicity. In FY 96-97, 2,325 students were registered with co-op programs, and 1,313 students participated in co-op at the postsecondary level. Co-op students were placed with 743 businesses: 1,518 placements were made with 606 businesses in New Mexico and 298 placements were made with 137 out-of-state businesses. The number and percentage of in-state placements continued to increase each year. Nineteen postsecondary institutions (6 universities and 13 branch and community colleges) in New Mexico operated formal co-op programs, as compared to 21 institutions last year. Co-op students worked an estimated 600,369 hours. Estimated total taxable earnings were $5,593,197. The Working to Learn Program completed its third year of existence and continued to grow. [More] Descriptors: Cooperative Education, Demography, Higher Education, Job Placement
(1998). Eastern New Mexico University. Exemplars. This report describes efforts by Eastern New Mexico University (ENMU) to recast its mission more narrowly while at the same time reducing the sense of remoteness and disconnection, as well as geographic isolation, between the main campus and its branch campuses. In the early 1980s, ENMU suffered from mission drift, in part as a result of its efforts to look like a research university at the expense of other programs. After a 1987 North Central Association accreditation visit, ENMU focused its mission by pruning nine undergraduate and six graduate programs that no longer served the students or the region; four programs more consistent with local demand were added. Subsequently, ENMU's mission was revised, and six strategic priorities (including significant investment in technology and distance education) were identified. Technology became the means for most of ENMU's ends, including curriculum reform and a commitment to serving the whole range of students' academic and co-curricular needs. The university's willingness to experiment has resulted in a string of successes in implementing new technology in distance and traditional instruction, including the use of interactive instructional television, email, listservs, multimedia presentations, and the Internet to deliver instructional material. Institutional statistics and a list of milestones on ENMU's path to reform are included. [More] Descriptors: Change Strategies, Computer Mediated Communication, Computer Uses in Education, Curriculum Development
(1999). Report from the Invisible: A Teacher-Research Project in Evaluation in a Community College Basic Writing Classroom. This study considered the problem of evaluation–"how do we know when a student is ready to move into the regular college writing classroom." The subjects were culturally diverse students in a basic writing course at San Juan College in Farmington, New Mexico. Findings suggest that: (1) students in the course do not fit neatly into any of the expected remedial categories; (2) students deal with questions of cultural heritage in their own terms; (3) integration of evaluation helped students focus on their needs within the course; (4) teacher-student individual conference time is integral to student success; and (5) students are the best predictors of their own success in the next level writing course. Conclusions state that there is a strong argument for self-directed student placement at the end of basic writing courses and that in the rural, multicultural community college setting of the study the basic writing program is invisible. [More] Descriptors: Basic Writing, College Instruction, Community Colleges, Cultural Pluralism
(1989). Automated Authority Control in ARL Libraries. SPEC Kit #156. This kit reports on a survey which focused on the methods by which libraries practice online authority control to ensure that names, subjects, and uniform titles are consistently applied and maintained in bibliographic records. Questionnaires were sent to 32 selected member libraries of the Association of Research Libraries (ARL) to determine the extent to which they used automated authority control; 30 responses were received. The majority of these libraries reported that they practice both pre- and post-cataloging authority control, and the method of control that is used is largely dependent on the type of bibliographic record which is examined. Authority control procedures are usually not delegated by a person whose primary responsibility they are, but rather by a committee or a catalog maintenance unit. In addition to the questionnaire and a summary of the survey results, this kit contains: (1) job descriptions and organization charts from the universities of California at Los Angeles, Notre Dame, New Mexico, Iowa State, and Kansas, and also from Vanderbilt University and the National Library of Canada; (2) procedural documents from the universities of California at Berkeley, Iowa, Rochester, Kansas, New Mexico, and Utah, and also from Rice University and Washington University; (3) authority workforms from the universities of Kansas and New Mexico, the National Library of Canada, and Harvard College; and (4) systems reports from the universities of Cincinnati and Kansas and from Vanderbilt University. A list of eight selected readings is included. Descriptors: Academic Libraries, Bibliographic Utilities, Cataloging, Higher Education
(1998). Head Start Directory: American Indian Programs Branch, Region XI. This directory lists personnel and contact information for American Indian Head Start programs and related agencies. Related agencies, institutions, and organizations listed include the American Indian Programs Branch, Region XI, of the Administration for Children and Families (Department of Health and Human Services); Region XI regional coordinating council members, 1998-99; American Indian Head Start Quality Improvement Center; American Indian Disabilities Services Quality Improvement Center; Head Start-IHS Program; and Alaska Technical Assistance Satellite Quality Center. The main part of the directory lists the 150 Region XI Head Start grantees as of September 1, 1998, for 26 states: Alaska, Arizona, California, Colorado, Florida, Idaho, Kansas, Maine, Michigan, Minnesota, Mississippi, Montana, Nebraska, Nevada, New Mexico, New York, North Carolina, North Dakota, Oklahoma, Oregon, South Carolina, South Dakota, Utah, Washington, Wisconsin, and Wyoming. Most grantees are tribes, tribal organizations, or Alaska Native village organizations. A map illustrates the four "cluster areas" of Region XI. [More] Descriptors: Alaska Natives, American Indian Education, American Indians, Preschool Education
(2001). Gifted Voices from Rural America. This report focuses on gifted and talented education in six rural schools. An introduction summarizes a 1999 national assessment of rural gifted education and points out that the standards movement may hinder development of both effective rural schools and gifted programming. Of the six schools profiled, two were founded especially for gifted and talented students, all are small, and each has a niche developed by a special teacher or in response to specific circumstances. Akron-Westfield Community School in northwestern Iowa serves 700 K-12 students; features include social support and mentoring for gifted students, a schoolwide History Day, and yearlong history projects by high school students. Jackson River Governor's School (Clifton Forge, Virginia) offers community college courses to gifted high school juniors and seniors from surrounding rural school districts. At Voznesenka School on the Kenai Peninsula (Alaska), a teacher reflects on the situation of gifted students in a traditional village of Russian Old Believers. Nevada City School of the Arts is an arts-based charter elementary school in north-central California that provides flexible, individual attention to student needs–physical disabilities, exceptional abilities, behavioral problems, or some combination of these. The Native American Preparatory School (Rowe, New Mexico) is a residential high school for gifted and talented Native Americans that honors students' cultural heritage while providing a rigorous college preparation. Idalia High School in eastern Colorado was part of a school district"deconsolidation." Idalia's gifted students benefit from their English teacher's involvement in the Bread Loaf Rural Teachers Network. Sidebars present quotes from students and teachers, information on special programs, and Web addresses. Appendices present national data on rural schools by state, an Iowa timeline on education, and Iowa school data. [More] Descriptors: Charter Schools, Community Schools, Educational Cooperation, Educational Environment
(2000). Philanthropic Support for Public Education in the Southwestern Region: An Assay of Philanthropy's Potential To Impact Comprehensive School Reform in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. Environmental Scanning Brief. This report examines the relationship between philanthropy and public schools in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas served by the Southwest Educational Development Laboratory (SEDL). While begun as a project to build understanding and to support institutional planning, this report speaks also to local school leaders, the philanthropy community, and educational policymakers. The report provides a stimulus for dialogue with each of these groups to help refine and clarify the insights gained, with the ultimate object of fostering shared understanding. The study sought to understand what kind of philanthropic support public schools are receiving and what they might expect from philanthropic sources. Two secondary purposes were to assess whether SEDL might play a useful role in assisting schools in the quest for philanthropic support and/or in providing research-based information to help donors in their decision-making about contributions to school reform. The following questions were asked in the report: (1) How much support from philanthropic sources goes to public schools in the region? (2) How is the giving distributed? (3) Which are the most active grant makers and what are their characteristics? and (4) Is there a role for SEDL in providing research-based information or other services for philanthropic organizations? Appendixes list gift revenues for top-receiving districts by state, and organizations making grants in the southwestern region. [More] Descriptors: Academic Achievement, Budgeting, Decision Making, Educational Change
(2001). Teachers on Standards, Bread Loaf Teacher Network Magazine. This theme issue on standards contains 11 articles written by teachers of English and language arts in Bread Loaf's primarily rural, teacher networks. These narratives describe how teachers in Alaska, South Carolina, Ohio, Massachusetts, Kentucky, Arizona, and New Mexico are implementing state content standards while honoring local contexts for learning. Articles are: "A Call to Action: Standards in Alaska" (Scott Christian); "BLTN: Strengthening Best Practices in South Carolina" (Diane Crenshaw); "Raising the Bar with High Stakes Tests" (Hugh Dyment); "Excellence for All and from All: A Look at Standards in One Inclusion Classroom" (Lorrie Jackson); "Karina: A Personal Perspective on High Stakes Standards and Growth" (Tom McKenna); "Of Bombs, Blackness, and Beautiful Music" (poetry exchange between students in Massachusetts and Kenya) (Will Marinell, Lou Bernieri); "What Is Good Writing? Standard Deviation" (Jason B. Leclaire); "Listening to Voices: Integrating Standards and Culturally Relevant Content" (Maria Offer); "A Teamwork Approach to Implementing Curriculum Standards and School Reform" (Patricia C. Watson); "A Cross-Disciplinary BreadNet Exchange: Moving beyond the Facts" (Mary Lindenmeyer); and "Bridging the Gap with Communication Technology" (Lou McCall). This issue also contains "Aligning Electronic Exchanges with Standards: An Interview with Gail Denton" (Chris Benson, Gail Denton); brief articles on developments in the teacher networks and the Alaska teacher of the year; reports on state meetings of teacher networks; and lists of network members. [More] Descriptors: Academic Standards, Accountability, Alaska Natives, Culturally Relevant Education
(1997). NAEP 1996 Mathematics State Report for New Mexico. Findings from the National Assessment of Educational Progress. The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In New Mexico, 2,389 students in 107 public schools and 212 students in 13 nonpublic schools were assessed at the fourth-grade level and 2,371 students in 90 public schools and 228 students in 12 nonpublic schools were assessed at the eighth-grade level. This report describes the mathematics proficiency of New Mexico fourth- and eighth-grade students, compares their overall performance to students in the West region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grades 4 and 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in New Mexico was 214 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in New Mexico was 262 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either New Mexico or the nation. At the fourth grade, White students in New Mexico had an average mathematics scale score that was not significantly different from that of Black students but was higher than that of Hispanic and American Indian students. At the eighth grade, White students in New Mexico had an average mathematics scale score that was higher than that of Hispanic and American Indian students. [More] Descriptors: Algebra, Elementary Education, Functions (Mathematics), Geometry
(1998). Comprehensive Community Mental Health Services for Children Program. Factsheet. This fact sheet describes the Comprehensive Community Mental Health Services for Children Program overall and includes descriptions of 22 specific programs. The program was authorized by Congress in 1992 and provides federal funds through demonstration grants to states, communities, and Native American tribes. The program currently administers 22 federal grants in 29 communities in 18 states to implement, enhance, and evaluate local systems of care. The program emphasizes inclusion of families as partners in designing services and on "cultural competence" in relationships with children and families of diverse races, cultures, and ethnicities. The individual program descriptions highlight unique features of each program in a brief summary and provide full contact information. Programs in the following states are described: California, Hawaii, Illinois, Kansas, Maine, Maryland, New Mexico, New York, North Carolina, North Dakota, Ohio, Oregon, Pennsylvania, Rhode Island, South Carolina, Vermont, Virginia, and Wisconsin. [More] Descriptors: Adolescents, American Indians, Children, Community Programs
(1999). Comparison of State Construction Assistance Programs. This report summarizes survey data collected from responding Departments of Education in all 50 states concerning the planning and financing of public school facility design and construction. The survey was conducted as part of a study for the New Mexico Public School Capital Outlay Equity Task Force. It does not attempt to address every possible aspect of state school construction assistance programs. It does, however, provide an up-to-date summary of state programs. The survey results are displayed in two formats. The first is a state-by-state written summary, and the second is a pictorial display of data. Accompanying these exhibits are reference notes, as written by the state or compiled from supplemental materials, that further explain their responses to the survey. [More] Descriptors: Comparative Analysis, Construction Costs, Elementary Secondary Education, Eligibility
(2000). Deconstructing the Myths: A Research Agenda for American Indian Education (Albuquerque, New Mexico, April 14-15, 2000). This report outlines a comprehensive research agenda for Indian education from the Native perspective. It resulted from a meeting held in Albuquerque, New Mexico in April 2000, planned by a national steering committee of Indian education researchers, administrators, and association executives. The introduction describes four traits of research in Indian education and calls for a long-term commitment of funding for the basic research that needs to be done, including gathering baseline information, the interaction of culture and education, factors that make Native students successful, school/family cooperation, the nature of Indian teacher and Indian student interaction, the effects of having more Indian teachers, characteristics of exemplary programs, and identifying policy changes that will improve outcomes for Indian students. Following the mission statement and summary is a statement of current problems and descriptions of task force recommendations. Separate task forces addressed each of 10 topics: early childhood education and teaching and learning styles, special education, social factors, professional preparation, tribal colleges and universities, mainstream colleges, multicultural and bilingual education, community education, education finance, and curriculum. Each task force presents its own statement of problems and identifies research priorities. Ten appendices present the meeting agenda, sponsoring organizations, steering committee members, conference chairman biography, Executive Order 13096, descriptions of topic areas, production of Native American teachers by college and year, list of attendees, invited guests, and a bibliography containing 23 references. [More] Descriptors: Academic Achievement, American Indian Education, American Indian Students, Bilingual Education
(1999). UCAN: A Four-State Rural Systemic Initiative. Year Four Annual Report; Year Five Strategic Plan. The Utah, Colorado, Arizona, New Mexico-Rural Systemic Initiative (UCAN-RSI) supports systemic improvement in science, technology, and mathematics education for all rural students in the four states, focusing on schools that enroll large numbers of American Indian and Hispanic students. This document contains a report on UCAN's 4th year (September 1998-August 1999) and its strategic plan for year 5. UCAN's 4th-year efforts aimed to accelerate implementation of standards-based curricula in focal schools. New partnerships and additional funding increased support for teacher professional development, educational capacity building, and community engagement. At the beginning of the program year, UCAN's Navajo Nation Coalition was funded as a separate RSI, and its data are excluded from this report. Part 1 of the annual report presents data on science and mathematics achievement for New Mexico and Arizona students in UCAN-targeted schools, UCAN-eligible but nontargeted schools, and other schools. Part 2 provides data on teacher professional development and number of students impacted. Part 3 describes activities related to UCAN's six overarching goals: leadership training for systemic reform; school data use as an educational planning tool; school-community networks; modeling and mentoring among UCAN schools; multistate, multijurisdictional cooperation; and community outreach focused on standards-based education. Part 4 highlights activities and outcomes for specific schools and coalitions. The 5th-year strategic plan focuses on further strengthening reform structures of school and community networks and discusses each of UCAN's six main goals in terms of the UCAN legacy and sample coalition plans. [More] Descriptors: American Indian Education, Annual Reports, Educational Change, Elementary Secondary Education
(2001). Child Support Report, 2001, Child Support Report. This document comprises the 12 issues for 2001 of the "Child Support Report," which explores problems related to child support enforcement, reports on federal and state government child support enforcement initiatives, and summarizes research related to child support. Featured regularly are editorials and information on events of interest and funding opportunities. Major topics include: (1) direct deposit of child support payments in Virginia, and Washington's state employment project targeting noncustodial parents (January); (2) appointment of Tommy Thompson as Secretary of Health and Human Services, and child support collected from Milwaukee inmates (February); (3) grants awarded by the Office of Child Support Enforcement, and an update on the Uniform Mediation Act (March); (4) expedited paternity establishment in Maine, and the federal agency employer services initiative (April); (5) alternative methods of long arm service of process in Florida, and the Maryland Paternity Opportunity Program (May); (6) programs offering noncustodial parent services, and program initiatives in Pennsylvania and Illinois (June); (7) a Louisiana survey of child support customers, and incarcerated parents in Colorado (July); (8) appointment of Wade Horn as Director of the Office of Child Support Enforcement, and child support services to Indian children in Oklahoma (August); (9) New Mexico's child support enforcement website, and the benefits of the Wisconsin Works project (September); (10) appointment of Sherri Heller as head of the Office of Child Support Enforcement, and the collaboration of faith-based organizations with the government (October); (11) marriage promotion programs in Arizona and Utah, and grants awarded to faith-based organizations (November); and (12) Iowa's Employers Partnering in Child Support program, and Illinois' program to help Head Start parents access the Internet (December). [More] Descriptors: Agency Cooperation, Child Support, Child Welfare, Children
(2001). Exploration and Colonial History. Grade 4 Model Lesson for Unit 3, Standard 4.3. California History-Social Science Course Models. California was considered a special prize by the United States years before its acquisition. Its harbors opened to East Asian trade, and its fertile valleys beckoned settlers to make the great trek west. In 1845, Captain John C. Fremont took a surveying party into Mexican-held California. Following a war of skirmishes and battles with Mexico, the Treaty of Guadalupe Hidalgo ended the war in 1848, with Mexico turning over California and New Mexico to the United States and accepting the Rio Grande as the western boundary of the state of Texas. The war's end brought settlers west, and the discovery of gold, which set off the California Gold Rush, enticed thousands of people to move to California. Students learn about the economic, social, and political life of California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush and California statehood. Suggested implementation for the lesson is 7 class periods. The lesson plan presents teachers with adaptations for their classrooms; discusses the significance of the topic; lists focus questions; features literacy links; covers suggested materials for the lesson; and provides information and student activities, dividing the topic into: "Beginning the Topic,""Developing the Topic," and "Culminating the Topic. The lesson assessment is integrated with the instruction and occurs throughout the lesson. The focus questions provide a framework for the evaluation of the unit. Extended/correlated activities are suggested. Resources are listed for the sample topic and for other topics. Additional information is appended. Descriptors: Academic Standards, Colonial History (United States), Curriculum Based Assessment, Grade 4