This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Santa Fe. New Mexico Health and Social Services Dept., Christine Marlow, M. F. Fifield, Jackie V. Shipp, Princeton National Assessment of Educational Progress, Mary M. Mokler, Alvin L. Sallee, Steve Davis, Alma Barba, and Ernest J. Gerlach.
(1972). New Mexico State Department of Education, Division of Indian Education, Annual Report, 1971-1972. An annual report (1971-72) of New Mexico's State Department of Education, Division of Indian Education, this document presents data pertaining to the 20 school districts receiving Johnson O'Malley (JOM) funds. Data is included on the total district enrollment, Indian student enrollment, Indian employees, what JOM funds were used for, and special programs in the districts. The distribution of tribal groups by school district and data on the Navajo area personnel are given. District summary reports give the information on the enrollment, graduates, and dropouts by grade in tabular form. [More] Descriptors: American Indians, Annual Reports, Compensatory Education, Dropouts
(1968). The Construction Practices Council of New Mexico, Inc. Its Purpose and Goals. The organization, purpose, and goals of the Construction Practices Council of New Mexico are considered as follows–(1) background information regarding the development of the CPC and its committees, (2) formal organization of the board of directors of CPC, (3) continuation of study groups to formalize various recommendations, (4) presentation of findings of each CPC organization, (5) publication of the CPC Guideline, (6) general industry briefing, (7) significant voluntary NAPPA contributions to the CPC effort, and (8) handling of apparent violations and corrections to the CPC Guideline. The future of the CPC is discussed as are recommendations to other areas considering a CPC organization. [More] Descriptors: Construction Industry, Guidelines, Objectives, Organization
(1967). NEW MEXICO TITLE I, P.L. 89-10, ESEA PROJECTS, 1966-1967. ANNUAL EVALUATION REPORT. TITLE I FUNDS TO THE STATE OF NEW MEXICO PROVIDE COMPENSATORY EDUCATION FOR APPROXIMATELY ONE-FIFTH OF THE STUDENTS ENROLLED IN PUBLIC AND NON-PUBLIC SCHOOLS. EIGHTY-EIGHT PUBLIC SCHOOL DISTRICTS RECEIVE FUNDS FOR PROGRAMS WHICH AID IN REDUCING THE NUMBER OF DROPOUTS, IMPROVING READING, INCREASING MATHEMATICS AND SCIENCE ACHIEVEMENT, BETTERING INSTRUCTIONAL AND SERVICE AREAS OF ELEMENTARY SCHOOLS, AND INITIATING HEALTH, GUIDANCE, AND LIBRARY SERVICES. THREE CHARTS RELATE THE ALLOCATIONS TO THE SCHOOL DISTRICTS AND 17 CHARTS PRESENT DATA ILLUSTRATING THE SUCCESS OF THE FUNDED PROGRAMS. [More] Descriptors: Compensatory Education, Disadvantaged, Disadvantaged Schools, Disadvantaged Youth
(1969). New Mexico State Plan for the Construction of Facilities for the Mentally Retarded. Revision No. 3. The handbook consists of three sections on construction of facilities for the mentally handicapped in New Mexico. The first presents the state agencies, services, and programs involved and outlines methods of administration, including finances, standards, and other areas. The second section sets forth general characteristics of the state. The third, on the construction program, provides recommendations for programing facilities and inventories by area and statewide of existing and planned facilities. Priorities and allotment of federal funds are detailed. An appendix covers degrees and incidence of retardation and gives a public school census of retarded children in special classes. [More] Descriptors: Administrator Guides, Construction Needs, Construction Programs, Exceptional Child Services
(1975). Indian Employment in New Mexico State Government. Examining employment of American Indians in New Mexico state government, the New Mexico Advisory Committee to the U.S. Commission on Civil Rights found little change between small numbers of Indian employees in 1972 and 1974 figures. Though the State Personnel Office has made efforts to institute new programs and policies related to Indian employment, major deterrents remain in the lower Indian educational level, location of state jobs away from Indian populations, and written qualification tests that are not always job related and which contain language and cultural barriers. Committee recommendations were made for each of the following findings: (1) only 2 percent of state government employees are Indians; (2) these employees are concentrated in three agencies (Employment Security Commission, Health and Social Services, Highway Department), and are predominately in lower paying positions; (3) specific standards are lacking for required state agency annual affirmative action plans; (4) written tests are still the main job qualification instrument; (5) an outreach program responsible for contacting and recruiting minority applicants and upgrading employees has had little impact; (6) no systemwide cultural awareness program exists to educate state personnel about Indian values and cultural needs; and (7) lack of consistent state effort to actively recruit American Indians for employment. [More] Descriptors: Affirmative Action, American Indian Reservations, American Indians, Cultural Awareness
(1969). Regional Conference on Teacher Education for Mexican-Americans (New Mexico State University, February 13-15, 1969). Conference Proceedings. The primary objective of the conference was to initiate improvements in the qualifications and supply of educational personnel working with Mexican American students by suggesting recommended changes in present teacher training programs. Approximately 100 participants from colleges and universities, regional educational laboratories, public schools, state departments of education, and communities within the Colorado, New Mexico, and West Texas geographic area attended the conference. Included in the conference proceedings report are: (1) a statement of the conference goals; (2) an excerpt from the keynote address; (3) abstracts of 7 papers commissioned for the conference; (4) a suggested training model; (5) a section containing participant recommendations; and (6) 3 conference summary statements. [More] Descriptors: Conference Reports, Educational Improvement, Educational Problems, Educationally Disadvantaged
(1997). On the Ethology of Female Homo Sapiens Sapiens at the New Mexico Museum of Natural History and Science. This study is a followup to the author's earlier study of the learning differences exhibited by museum exhibit visitors and seeks to discern the effects of the pathological cultural problems identified by other researchers in a science education setting. The setting for this followup study was the New Mexico Museum of Natural History and Science. Field observations at the site focused on gender differences exhibited by visitors in interacting with the exhibits, age differences in patterns of interaction, and what sociological theory of education best fits with those observations. Results have implications for how science is taught to girls. Contains 24 references. [More] Descriptors: Community Resources, Educational Facilities, Exhibits, Females
(1995). Educational Technology Institute Report, 1995. An Educational Technology Institute (ETI) has been offered annually by the New Mexico State Department of Education cooperatively and collaboratively with numerous other groups since its inception in 1990. The 1995 ETI was developed to address implementation of New Mexico's 1994 Technology for Education Act. This act provides for funding utilization and integration of technology within the K-12 public school instructional program and created a council which both advises the state department and legislature regarding appropriate educational technology standards for the public schools and assists districts in developing long-range technology plans. The goals of ETI 1995 were to: (1) assist in developing district 3-5 year plans for integrating technology into the learning process; (2) discuss resource sharing for distance learning networking, and professional development; (3) to provide a forum to participate in statewide planning to support the New Mexico Education 2000 panel; and (4) help districts develop strategies for including technology in one plan concept called "Education Plan for Student Success." This report chronicles the planning of the four regional institutes, including scheduling securing agency sponsorships and host institutions, registering, finalizing administrative details, and creating mechanisms for feedback on the content and presentation of the institutes. The content of the institutes themselves is also described with lists of: (1) attendance figures; (2) featured activities, including assessing the current state of technology integration, assessing future plans, working on the district long-range technology plan, and seeing vendor displays; (3) keynote speakers; and (4) workshop presentations. Results of the participants' written evaluations are included, along with analysis of some of the strengths and weaknesses of the institutes' topics, formats, and logistics. Finally, the report offers some recommendations for the planning and coverage of future institutes. [More] Descriptors: Distance Education, Educational Technology, Instructional Development, Long Range Planning
(1987). A Permanency Planning Study: Implications for Child Welfare Curriculum. The way in which findings from a statewide study on permanency planning were utilized and integrated within an accredited undergraduate social work curriculum is described. The concept of permanency planning (through the provision of in-home services to help the child remain in his/her biological home or the removal of the child and placement in an adoptive home) is discussed briefly, together with the background of the 1983 consent decree in New Mexico requiring the restructuring of the state's foster care and adoption system. In 1984 a study was conducted to describe the foster care system in New Mexico. Findings revealed problems in: recruitment and maintenance of foster families, emancipation training for older children, identification of incest and sexually abusive families, dealing with attorneys, special needs children, number of past workers for each child, and legal consultation. The study identified some areas that need more integration into the curriculum, such as the importance of legal consultation and the necessity of professional training for child welfare workers. The ways in which this has been done in the human behavior and social environment courses, the social work research course, policy courses, field internships, special topics courses, and the three practice courses in the Bachelor of Social Work curriculum at New Mexico State University are described. Through case examples, students learn critical aspects of permanency planning in the practice courses. In the research course, students manipulate and analyze the data and thus are able to see how research can directly impact policy change. Findings from the study also are used as illustrations in courses. [More] Descriptors: Child Welfare, College Curriculum, Curriculum Development, Foster Care
(1985). New Mexico Adolescent Health Risks Survey. To inform students of health risks (posed by behavior, environment, and genetics) and provide schools with collective risk appraisal information as a basis for planning/evaluating health and wellness initiatives, New Mexico administered the Teen Wellness Check in 1985 to 1,573 ninth-grade students from 7 New Mexico public schools. Subjects were 52% male and 48% female. Ethnic distribution was 46% Anglo, 36% Hispanic, 9.5% Native American, 2% Black, 1% Asian, and 5.5% other. Respondents confidentially answered questions on health-related knowledge and practices regarding family history, dental hygiene, alcohol and drug use, exercise, nutrition, sexuality knowledge, smoking, stress, and motor vehicle safety. Overall findings indicated 73% didn't always wear seatbelts, 62% didn't eat variety from 4 food groups daily, 50% didn't eat 5 breakfasts weekly, 40% didn't get 20 minutes of aerobic exercise 3 times weekly, 30% drank alcohol, 27% drove or rode with drivers under influence of alcohol/drugs, 23% were highly stressed, 15% smoked cigarettes, 15% used alcohol with other drugs, 12% often felt life was not worth living, 10% didn't brush teeth daily, 6% drank 5 or more alcoholic drinks daily, 2% smoked 1 or more packs of cigarettes daily, and 2% were 20% or more overweight. Descriptors: Adolescents, Dental Health, Drug Use, Exercise
(1993). NAEP 1992 Mathematics State Report for New Mexico. The Trial State Assessment Program. In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment which, for the first time in the NAEP's history, made voluntary state-by-state assessments. This 1992 mathematics report marks the first attempt of the National Center for Education Statistics to shift to standards-based reporting of National Assessment statistics. NAEP results are reported by achievement levels which are descriptions of how students should perform relative to a body of content reflected in the NAEP frameworks; in other words, how much students should know. The 1992 assessment covered six mathematics content areas: (1) numbers and operations; (2) measurement; (3) geometry; (4) data analysis, statistics, and probability; (5) algebra and functions; and (6) estimation. In New Mexico, 2,436 fourth-grade students in 108 public schools and 2,585 eighth-grade students in 85 public schools were assessed. This report describes the mathematics performance of New Mexico fourth- and eighth-grade students in public schools and compares their overall performance to students in the West region of the United States and the nation. The distribution of the results are provided for subpopulations of students including race/ethnicity; type of community–advantaged/disadvantaged urban, extreme rural, and other; parents' education level; gender; and content area performance. To provide a context for understanding students' mathematics proficiency, students, their mathematics teachers, and principals completed questionnaires which focused on: what are students taught? (curriculum coverage, homework, and instructional emphasis); how is mathematics instruction delivered? (resources, collaborating in small groups, using mathematical objects, and materials); how are calculators and computers used? (access and use of calculators, availability of computers, and when to use a calculator); who is teaching mathematics? (educational background); and conditions beyond school that facilitate mathematics learning and teaching (amount of reading materials in the home, hours of television watched per day, student absenteeism, and students' perceptions of mathematics). The average proficiency of fourth-grade students in New Mexico on the NAEP mathematics scale was 212 compared to 217 nationwide; for New Mexico eighth-grade students the average proficiency was 259 compared to 266 nationwide. [More] Descriptors: Algebra, Calculators, Elementary Education, Estimation (Mathematics)
(1967). New Mexico State Evaluation Report for Fiscal Year 1967 for P.L. 89-750 Projects for Neglected and Delinquent Programs. The 1967 Elementary and Secondary Education Act Title I programs for neglected and delinquent students in New Mexico are examined in this report. Two state and four local institutions were eligible for these programs. Along with specific descriptive data on the programs, the report briefly describes innovative projects, the students' most pressing educational needs, the results of objective (standardized test scores) and subjective measurement of the students' academic achievement and program services. It includes, in addition, information on personnel training, the operation and services of the State Department of Education, community involvement, and dissemination efforts. One section contains more detailed descriptions of two individual projects. [More] Descriptors: Academic Achievement, Ancillary Services, Annual Reports, Community Involvement
(1989). Learning Guide for New Mexico Teens Talk. Teens Talk is a project conducted to develop peer leadership among pregnant/parenting teens (both male and female) by participation in panels. After training, the panels present information as well as experiences and attitudes to adult community groups to raise awareness and support, to youth groups to prevent teen pregnancy, and to other pregnant/parenting teens for whatever is needed at the time. This Learning Guide contains information on forming new teen panels in rural communities in New Mexico. Emphasis is on ingredients that make a panel function well, given the cultural differences, geographic distances, and rural and isolated nature of many New Mexico communities. The Learning Guide serves as a tool for adult facilitators who wish to use a teen panel to facilitate peer leadership among pregnant/parenting teens or to get information to other groups. Sections cover: (1) reasons for the panel format; (2) advantages of the panel over the support group; (3) steps in setting up Teens Talk programs; and (4) considerations in working with pregnant and parenting teens. Eleven additional resources are listed. Descriptors: Adolescents, Early Parenthood, Peer Counseling, Peer Influence
(1985). Development of a Career Ladder Mobility Program in Nursing. This collection materials describes and illustrates various features of New Mexico Junior College's (NMJC's) career ladder program for nursing. Introductory material outlines the internal institutional factors and external influences from the nursing field that served as the basis for the development and implementation of the career ladder program. The next sections explain the curricular options for articulation students who will transfer to a four-year program, and for generic students who may pursue tracks leading to a nursing assistant's certificate, a Licensed Practical Nurse's (LPN) diploma, or an associate degree in nursing. The paper offers evidence of the success of the program, citing the unique contributions of articulation students (who often have years of actual hands-on clinical experience) and the generic students (who have a strong foundation in nursing theory and process). Finally, articulation efforts with the University of New Mexico are noted. Attachments include: (1) job descriptions and appraisal forms for nursing assistants, LPN's, associate degree nurses (ADN's), and baccalaureate degree nurses; (2) a summary of the steps involved in establishing the career mobility program at NMJC; (3) an outline of the issues involved in translating experience into academic credit; (4) an outline of the role change involved in the transition from an LPN to an ADN; (5) the NMJC mission statement; (6) position statements by the American Nurse's Association and National League for Nursing on educational issues; (7) information on New Mexico's Systems for a Nursing Articulation Program (SNAP); (8) curriculum information; and (9) data on the success of students enrolled in the career ladder program in passing the LPN examination, on enrollment and graduation trends, and on board examination results. Descriptors: Articulation (Education), Career Ladders, Community Colleges, Continuing Education
(1985). Teaching Units for ESL: American Holidays. A 310 Project for the State of New Mexico. This set of teaching suggestions and reading passages is intended primarily to teach students of English as a second language (ESL) about American holidays. An attempt was made to make the units useful for speakers of many languages, rather than primarily one language group. Some foreign holidays the students will encounter in New Mexico (such as Cinco de Mayo) also have been included. The units are divided into two sections–beginning and advanced, and the reading passages may also be used with beginning readers. The suggestions include word patterns to be used with the beginning passages. The booklet also includes a glossary and a list of suggested films. Descriptors: Adult Basic Education, Adult Literacy, Classroom Techniques, Cultural Activities