Bibliography: New Mexico (page 095 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Anthony P. Carnevale, Arlington RESNA: Association for the Advancement of Rehabilitation Technology, Susan Ochshorn, Richard A. Fry, Chris Benson, Chicago Hospitality Business Alliance, Santa Fe. New Mexico State Employment Service, Virginia C. Higbie, Princeton National Assessment of Educational Progress, and Arlington Information Technology Association of America.

Carnevale, Anthony P.; Fry, Richard A. (2000). Crossing the Great Divide: Can We Achieve Equity When Generation Y Goes to College? Leadership 2000 Series. This report synthesizes the available information on impending state demographic changes and their implications for the volume and diversity of undergraduate enrollment for each state. Projections derived from U.S. Census figures are that, between 1995 and 2015, the number of undergraduates will grow by 19%, to about 16 million. Contributing to this increase will be the arrival on campus of children born to post-World War II baby boomer parents, "Generation Y." Enrollments will also increase because of returning adults, enrollments of foreign students, and modest improvements in the readiness of U.S. youth to do college work. By 2015, 80% of the 2.6 million new students will be minorities: African American, Hispanic, and Asian/Pacific Islander. Minority enrollment will be about 37.2%. The increase among African Americans will be modest, but Asian Americans on campus will increase dramatically, as will Hispanic Americans. The percentage of white students on campus is expected to fall by 7.8 percentage points. In the District of Columbia and Hawaii, California, and New Mexico, minority undergraduates will exceed whites in 2015. Nevertheless, the share of 18-to-24-year-old African American and Hispanic undergraduates will still be smaller than their proportions in the same age group overall. Closing the remaining gap in minority undergraduate enrollment should be a high national priority. (Contains 45 references.)   [More]  Descriptors: Access to Education, Asian American Students, Black Students, Census Figures

National Assessment of Educational Progress, Princeton, NJ. (1993). NAEP 1992 Reading State Report for New Mexico. The Trial State Assessment at Grade 4. In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1992, the NAEP Program included an expanded TSA in fourth-grade reading. The 1992 reading assessment considered students' performance in situations that involved reading different kinds of materials for different purposes. The fourth-grade assessment measured two global purposes for reading–reading for literary experience and reading to gain information. In New Mexico, 2,382 students in 102 public schools were assessed. This report describes the reading proficiency of New Mexico fourth-graders and compares their overall performance to students in the West region of the United States and the nation (using data from the NAEP national assessments). The distribution of reading results and reading achievement level results are provided for subpopulations of students (race/ethnicity, type of location, parents' educational level, and gender, and performance according to purpose for reading). To provide a context for the assessment data, participating public school students, their reading teachers, and principals completed questionnaires which focused on: policies and practices related to reading (time for instructional activities and instructional resources for reading); delivery of reading instruction (instructional materials and activities, workbooks/worksheets/writing, discussion and group activities, time to read, reading and use of libraries, assessing progress in reading); reading instructors (preparation, experience and professional development); students' home support for literacy (reading outside of school and in the home and hours of television watched per day). The average reading proficiency of fourth-grade public school students in New Mexico on the NAEP reading scale was 212 compared to 216 nationwide.   [More]  Descriptors: Comparative Analysis, Grade 4, Intermediate Grades, National Competency Tests

Benson, Chris, Ed. (2000). Professional Development, Bread Loaf Rural Teacher Network Magazine. This serial issue contains 12 articles on the theme of "Professional Development," specifically about how teachers in the Bread Loaf Rural Teacher Network (BLRTN) are fostering their own and each other's development as teachers. The BLRTN consists of approximately 260 rural teachers in Alaska, Arizona, Colorado, Georgia, Kentucky, Mississippi, New Mexico, South Carolina, and Vermont. Articles focus on academic conferences, online professional development and teacher collaboration, nontraditional teacher training in small rural schools, and weekend teacher workshops. Articles are: "From Personal Conversation to Professional Conference" (Taylor McKenna); "Staff Development in Remote Schools: A Testament to Teacher Networks" (Ginny Jaramillo); "Discovering Best Practices" (Helena Fagan, Tom McKenna); "On Becoming a Teacher and Writer" (Anne Shealy); "Creating Conditions That Foster Teacher Development" (Pam Landry, David Leo-Nyquist, Bill Rich); "Sustainable Partnerships: New Ideas for Professional Development" (Scott Christian); "Redemptive Conversations as Professional Development" (Dan Furlow, Barbara Pearlman); "The Key to Professional Development: Creating Interactive Peer Relationships" (Janet Atkins); "In the Trenches with Peer Mentors" (D. R. Boardman); "National Board Certification: A Complement to Bread Loaf" (Eva Howard); "Weekend Conversations" (members of Vermont BLRTN); and "Church Rock Elementary: An Environment for Teamwork" (Anne Berlin).   [More]  Descriptors: Collegiality, Computer Mediated Communication, Elementary Secondary Education, Faculty

Hospitality Business Alliance, Chicago, IL. (2000). Best Practices in School-to-Careers: The Hospitality Industry. This booklet highlights the efforts of four hospitality employers and one "intermediary" organization connecting workplace experiences to classroom learning for secondary school students. The introduction presents a series overview and lists the names, locations, and featured practice of the employers and organizations. The next sections examine the hospitality industry, reasons why school-to-careers is an ideal strategy for addressing hospitality industry skill needs, and how the employer participation model works with students and teachers. These employers and intermediaries and their best practices are profiled: (1) Holiday Inn (Somerville, Massachusetts), which is introducing students to the workplace through hands-on experience; (2) Baltimore Convention Center and 72 local restaurants (Baltimore, Maryland), which give students job shadowing opportunities; (3) The Outback Steakhouse (Denver, Colorado), which is building a strong foundation in skills through mentoring; (4) Hyatt Hotel (Savannah, Georgia), which is demonstrating that teachers can be students too; and (5) The Hospitality Business Alliance and New Mexico, which are bringing educators together to learn about industry needs and trends. The following items are also included: (1) an annotated list of eight organizations and resources; (2) a glossary; and (3) a discussion of steps to build on the National Employer Leadership Council's agenda.   [More]  Descriptors: Academic Standards, Advisory Committees, Annotated Bibliographies, Career Awareness

Pino, Ricardo, Comp. (1975). The Yellow Pages for Rural Development in New Mexico. Designed to inform the public of rural development programs and services in the State of New Mexico, this directory presents over 100 program summaries, providing mailing addresses and telephone numbers and naming the agency, the specific program thrust, the Officer in Charge, and other contacts. Both an alphabetical and functional index are provided to facilitate directory use. Major divisions of the functional index include: (1) Business, Industry, and Agriculture; (2) Community Facilities; (3) Community Services; (4) Employment and Training; (5) Education and Research; (6) Environment; (7) Health; (8) Natural Resources; (9) Planning and Zoning; (10) Recreation and Tourism; (11) Transportation.   [More]  Descriptors: Agencies, Agriculture, Business, Community Services

RESNA: Association for the Advancement of Rehabilitation Technology, Arlington, VA. (2000). Update on the Use of Assistive Technology among Infants and Toddlers. The Tap Bulletin. This brief paper presents an update on the use of assistive technology (AT) among infants and toddlers for 1996. It finds that 13,525 children, ages birth to 2, received AT devices and services in 1996, a 45 percent increase from the number of very young children served in 1995. A table shows the number of infants and toddlers receiving any early intervention services from 1992 through 1996 and the number receiving AT devices and services for each of those years. The important contribution of state projects funded under the Technology-Related Assistance for Individuals with Disabilities Act is noted with reports from North Carolina, with an increase of 977 percent in number of young children receiving AT device and services; from Puerto Rico, with a 160 percent increase; and from New Mexico, with a 455 percent increase. A table details numbers of infants and toddlers receiving both early intervention services and AT devices/services for each state, District of Columbia, Puerto Rico, and territories and for each year from 1994 through 1996.   [More]  Descriptors: Accessibility (for Disabled), Assistive Devices (for Disabled), Data Analysis, Disabilities

Ochshorn, Susan (2000). Partnering for Success: Community Approaches to Early Learning. A Report on Partnerships in Low-Income Communities. Noting that innovative partnerships to give more children access to good quality care and education provide the scaffold for future educational reform, this report details the Partnering for Success project, which identified and documented efforts to enhance school readiness through partnerships among Head Start, child care, and public schools in low-income communities. Sixty-eight partnerships in 37 states were identified with the assistance of national, state, and local experts, and practitioners. Among the findings noted in the report: the initial challenge in launching effective partnerships involves changing beliefs and motivation as well as acquiring or spending more money; school superintendents have been prime initiators for change; partnerships between schools and early childhood education programs are effective in providing greater access to care and education; 84 percent of programs reported higher levels of elementary school performance; and program continuity for 3- to 8-year-olds is currently evolving. The report also makes the resulting recommendations: that superintendents need to see collaborative early childhood efforts as a vehicle for education reform and a foundation for universal prekindergarten; that schools must help to ensure a smooth transition; and that partnerships must take into account the needs of working parents. This report then profiles six of the programs studied, located in Michigan, New Mexico, Tennessee, Kentucky, Alabama and Pennsylvania. The remaining programs are also described, including types of services provided, demographic characteristics of families served, partners involved in partnership, location, time of operation, role of school, parent involvement components, funding sources, and evidence of outcomes.   [More]  Descriptors: Cooperation, Day Care, Early Childhood Education, Educational Change

National Assessment of Educational Progress, Princeton, NJ. (1995). NAEP 1994 Reading State Report for New Mexico. Trial State Assessment. In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1994, TSA was expanded to include non-public school students. The 1994 reading assessment considered students' proficiency in situations that involved reading different kinds of materials for different purposes. The fourth-grade assessment measured two global purposes for reading–reading for literary experience and reading to gain information. In New Mexico, 2,635 students in 105 public schools and 191 students in 9 non-public schools were assessed. This report describes the reading proficiency of New Mexico fourth-graders and compares their overall performance to students in the West region of the United States and the nation (using data from the NAEP national assessments). The distribution of reading results and reading achievement level results are provided for subpopulations of students (race/ethnicity, type of location, parents, educational level, and gender). Reading proficiency and achievement of non-public school students are separately reported and compared to public school students. To provide a context for the assessment data, participating public school students, their reading teachers, and principals completed questionnaires which focused on: policies and practices related to reading (time for instructional activities and instructional resources for reading); delivery of reading instruction (instructional materials and activities, workbooks/ worksheets/writing, discussion and group activities, time to read, reading and use of libraries, assessing progress in reading); reading instructors (preparation, experience and professional development); students' home support for literacy (reading outside of school and in the home and hours of television watched per day). The average reading proficiency of public school students in New Mexico on the NAEP reading scale was 205 compared to 212 nationwide.   [More]  Descriptors: Comparative Analysis, Grade 4, Intermediate Grades, National Competency Tests

Otterbourg, Susan D. (2000). How the Arts Can Enhance After-School Programs. To help communities meet the need for after-school programs, the U.S. Department of Education has instituted the 21st Century Community Learning Centers program, which supports after-school, summer, and weekend activities in neighborhood schools. This report provides an introduction to the role of the arts in those programs. Part 1 of the report summarizes research findings about the arts and after-school programs. Part 2 describes eight key elements of successful programs: (1) goal setting, strong management, and sustainability; (2) quality after-school staffing; (3) attention to safety, health, and nutrition; (4) effective partnerships with community-based organizations, juvenile justice agencies, law enforcement, and youth groups; (5) strong family involvement; (6) enriching learning opportunities; (7) linkages between school-day and after- school personnel; and (8) evaluation of program progress and effectiveness. Part 3 of the report showcases partnerships between schools and community-based organizations in Kansas, Missouri, Texas, Florida, and New Mexico. Part 4 describes the role of the Department of Education and the National Endowment for the Arts, focusing on the Partnership for Family Involvement in Education. Part 5 delineates web sites and Department of Education publications relevant to the arts and after-school programming.   [More]  Descriptors: After School Education, After School Programs, Dance, Elementary Secondary Education

New Mexico State Employment Service, Santa Fe. (1973). Torrance County, New Mexico. A Report on Manpower Resources. The objectives of the Smaller Communities Program of the Employment Security Offices in Torrache County, New Mexico, were to inventory the unemployed, underemployed, and individuals who wish to change jobs and register them for employment; to test applicants and assist them in choosing a job; to refer all possible applicants to work, training, or other services; to assist employers in finding workers; to collect and publish data on community resources for planning and economic development; and to provide follow-up employment services. Information was presented on the Torrance County area, its history, resources, local government, schools, community services, transportation, and utilities.   [More]  Descriptors: Community Services, Demography, Education, Employment Opportunities

Boethel, Martha (2000). Adapting to Community-Based Learning. (Benefits)[Squared]: The Exponential Results of Linking School Improvement and Community Development, Issue Number Four. Building a rural community-school development project where students engage in community-based learning experiences requires changes in the way schools prepare rural youth for the future. This publication examines the kinds of changes a school system must make before planning and implementing community-based learning strategies. Changes in perspective and changes in policy and practice are needed, with changes in perspective the hardest to achieve. Changes in perspective include: expanding ideas about the school's function in the community; rethinking the nature of teaching and learning; changing ideas about students' capabilities; and believing that change can happen. Changes in policy and practice encompass curriculum planning and instruction, assuring academic credit for community-based learning activities, facilitating student access to the community and community access to the school, transportation issues, scheduling issues, and legal considerations. A brief look at school-community initiatives in Balmorhea (Texas), Marshall (Arkansas), and Mora (New Mexico) suggests that two critical factors in the success of these initiatives are a belief in each individual's capacity to make a difference, and good antennae for detecting opportunity.   [More]  Descriptors: Community Development, Educational Attitudes, Educational Change, Educational Needs

Boethel, Martha (2000). Rural Student Entrepreneurs: Linking Commerce and Community. (Benefits)[Squared]: The Exponential Results of Linking School Improvement and Community Development, Issue Number Three. In many rural areas, both communities and schools are threatened by decreasing population and changing economic conditions. To boost both the local economy and student achievement, a growing number of rural schools are turning to entrepreneurial education. In school entrepreneurship programs, students create small businesses under the guidance of the schools and community partners. Rather than focusing narrowly on teaching specific vocational skills, entrepreneurship encourages students to identify and create business opportunities while developing the skills needed to implement them. Most entrepreneurial programs are geared to high school students, but middle school and even elementary students may also benefit. The first goal of student entrepreneurship is always learning, and, therefore, the program must be integrated into the school curriculum. Entrepreneurship is well suited to interdisciplinary approaches. Classroom instruction, particularly at the higher grade levels, will need to address specific elements of business planning and operation. Teachers function more as facilitators, structuring the environment to nurture students' self-development. Schools must be prepared to adapt their traditional modes of operation to accommodate the program's needs. Community cooperation is essential to student success, and students should play an active role in developing school-community partnerships. Successful entrepreneurship programs in Alabama, Minnesota, New Mexico, Nebraska, and North Carolina are described.   [More]  Descriptors: Active Learning, Basic Business Education, Community Development, Economic Development

Information Technology Association of America, Arlington, VA. (2000). Best Practices in School-to-Careers: The Information Technology Industry. This booklet highlights the efforts of five employers that rely on information technology (IT) workers and one "intermediary" organization connecting workplace experiences to classroom learning for secondary education students. The introduction lists the employers' and organizations' names, locations, and featured practices. The next three sections examine the IT industry; reasons why school-to-careers is an ideal strategy for addressing information technology industry skill needs; skills and certifications; and how the employer participation model works with students and teachers. These employers and intermediaries and their best practices are profiled: (1) The Kemtah Group (Albuquerque, New Mexico), which promotes school-to-careers experiences for under-represented populations; (2) The Gallup Organization (Omaha, Nebraska), which is helping students explore and understand the needs and demands of technology-driven workplaces; (3) EDS (Dallas, Texas), which gives students work-based opportunities; (4) Manpower, Inc. (Milwaukee, Wisconsin), which provides training and certification opportunities for students; (5) Intel Corporation (Santa Clara, California), which is working with teachers to make a difference through technology; and (6) Greater Louisville, Inc. (Louisville, Kentucky), which is building coalitions to connect work and learning. The following items are also included: (1) an annotated list of eight organizations and resources; (2) a glossary; and (3) a discussion of steps to build on the National Employer Leadership Council's agenda.   [More]  Descriptors: Academic Standards, Adjustment (to Environment), Advisory Committees, Annotated Bibliographies

New Mexico Inst. of Mining and Technology, Socorro. (1990). Handbook for Student Assistants of New Mexico Tech Library. Designed to be used in conjunction with a departmental operations manual, this guide for student assistants in the New Mexico Institute of Mining and Technology Library provides basic information about the library as a whole. Topics covered by the guide are: (1) library departments, including reference services, interlibrary loan, technical services, circulation policies, periodicals, acquisitions, archives, and the curriculum collection; (2) work skills, including general student employee information, telephone etiquette, and business etiquette; (3) library specific skills, including who does what, reference versus directional questions, photocopy machines, supplies, shelving and call numbers, and emergency procedures; and (4) floor plans of the upper and lower floors of the library. Descriptors: Academic Libraries, Administrative Policy, Higher Education, Job Skills

Pohland, Paul A.; Higbie, Virginia C. (1979). The New Mexico Principalship Study. Formal Expectations and the Principalship. Content analysis of job descriptions written for principals in 68 of New Mexico's 88 school districts led to identification of 1,650 specific duties. Of these, 1,416 dealt with administrative or managerial functions while only 234 defined educational leadership responsibilities. Such an analysis is limited in that it identifies formally stated functions without clarifying their relative importance, and says nothing about the actual behavior of the principals whose duties are described. Still, the findings reflect a century-old tendency, explored in a brief historical review, to emphasize the principal's managerial functions at the expense of educational leadership. Descriptors: Administrator Responsibility, Administrator Role, Content Analysis, Educational Administration

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