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 Western States Small Schools Project, Doug Swift, Albuquerque. New Mexico Research and Study Council, Karen George, Karen Stabler, Francisca Hernandez, Jerry C. Cavatta, Juanita Cata, Laura Temple Sullivan, and Virginia L. Owens.
(1986). New Mexicans Are Learning a Living in Postsecondary Education, 1985-1986. This report provides summary information regarding vocational-technical programs offered in New Mexico postsecondary institutions for the 1985-1986 project year (which includes the 1985 summer and fall semesters and the 1986 spring semester). Program types and locations and student enrollment, characteristics, and enrollment status at the end of the year are described. The report is presented in short narratives and tables. Appendixes list (1) vocational-technical programs with student enrollment by institution and (2) vocational-technical programs with student enrollment by occupational category. Descriptors: Agricultural Education, Allied Health Occupations Education, Business Education, College Students
(1990). Assessing American Indian Needs in New Mexico. This paper focuses on New Mexico's high-risk Indian children and programs. Specifically, Western New Mexico University has been involved with the Gallup/McKinley public school district, the largest school district (5,000 square miles) in the United States (larger than New Jersey) with a school population that is 73% Indian. This paper examines specific Navajo acculturation variables linking to culture conflict, socioeconomic issues creating extreme environmental trauma, and testing bias issues resulting in inappropriate placement decisions. A profile of the high-risk Navajo child is created based on recent research data. This profile includes the following factors: no established language dominance in either English or Navajo, lack of knowledge about Navajo traditions, frequent changes of residence, no community involvement, lack of bonding with either parent, recent divorce or family death, frequent illness in family, parental drug or alcohol abuse, financial support from a public agency, lack of running water and electricity in home, and remote residence with no transportation. In order to identify high-risk children, an adequate assessment should include: (1) giving a comprehensive interview; (2) taking all steps to avoid testing bias; (3) analyzing the child's learning style; and (4) determining the appropriate counseling intervention models. This paper includes 39 references. Descriptors: American Indian Education, American Indians, Children, Early Intervention
(1968). The Navajo Social Studies Project. The philosophy undergirding a social studies program developed for the BIA by the University of New Mexico is discussed to aid the teacher in helping Navajo children view with insight their own unique culture and the cultures about them. A beginning or pre-school teaching unit ("When I Come to School") dealing with easily mastered classroom activities is designed to familiarize the student with the classroom situation. A first grade unit based upon home situations ("When I'm at Home"), which emphasizes differences between Navajo and Anglo familial structures, is also included. Eleven additional units covering grades 2 through 12 are forthcoming. [More] Descriptors: American Indians, Course Content, Cross Cultural Training, Curriculum Development
(1987). Las Cruces Public Schools: A View of Our Schools, 1986-87 School Year. Las Cruces Public Schools (Dona Ana County, New Mexico) is the second largest school district in New Mexico serving 6% of the state's public school students. Enrollment, declining in the late 1970s to a 1980-81 low of 15,349 students, has increased steadily through the 1986-87 school year, when 17,207 students were enrolled, primarily in grades K-5. The district includes 17 elementary schools, 4 junior high schools, 1 combined elementary-junior high school, 2 high schools, an alternative high school, and a night high school. Increased enrollments and educational requirements have led to an aggressive expansion and modernization effort funded through voter support for bond issues and tax levies. School population reflects a blend of ethnic/cultural backgrounds–45% Anglo, 52% Hispanic, and 3% Native American. Demographic samples show that the Comprehensive Tests of Basic Skills for 1983-84 through the 1986-87 school years given to 3rd, 5th, and 8th graders have been at or above the national average performance. Information on the proportions of teaching staff to administrative and support staff, pupil/teacher ratios, training and experience level of staff members, and percentage of students requiring special education and bilingual services is provided. The of teaching staff to administrative and support staff, pupil/teacher ratios, training and experience level of staff members, and percentage of students requiring special education and bilingual services is provided. The New Mexico High School Proficiency Exam is outlined. Scholarship and award winners are listed. Descriptors: Academic Achievement, American Indians, Basic Skills, Bilingual Education
(1983). A Weekend Drive: Source for an Interdisciplinary Teaching Unit. Ideas for an elementary level interdisciplinary teaching unit which were generated from a drive taken in the plains country of eastern New Mexico are presented. The purpose is to show what could be included in a unit on the immediate environment. In social studies classes, students can read a map of the area of the drive. An interest in history can be created by describing picturesque places visited or the history of some of the small towns. A map of the area traveled through can also be applied to arithmetic. For example, miles per gallon, as well as miles per hour, could be computed between points, or an imaginary tour of the area could include budgeting for food and lodging, plus estimated times of departure and arrival. With regard to art education, artists from the local area can speak to the class or students can visit the exhibits of local artists. Unit teaching and language arts are natural partners. For example, listening skills can be improved as students listen to the teacher and their peers as the unit is discussed. Speaking is also involved as students interact with their fellow classmates and the teacher. In science classes, students can discuss the water cycle of the arid New Mexico region. Windmills, which are in abundance in the Southwest, farming, and fossils found near the small town of Portales are additional topics of interest to science students. The ideas from this unit of study can be adapted to teaching about other parts of the country. A road map of New Mexico and a 17-item reference list are appended. Descriptors: Arithmetic, Art Education, Curriculum Development, Elementary Education
(1987). Doing Something about Young Navajo Women Who Are School Dropouts. [A Project Evaluation). This is an external evaluation of the "Career Education and High School Completion Project for Girls and Young Women" at the Crownpoint (New Mexico) Institute of Technology (CIT). The project, funded by the federal Women's Educational Equity Act Program (WEEAP), targeted primarily Navajo females age 18 and under in grades 7 through 12 who were dropouts or at risk of dropping out of schools near Crownpoint. The evaluation includes a description of the CIT WEEAP project and a discussion of its successes and failures. While winning praise for its innovative concept, the evaluation states that planning and strategies for carrying out the concept were not well-articulated. It points out that funding for the project came during summer, perhaps contributing to a lack of involvement by the local community and target population. The document compares local dropout statistics with similar data at the Navajo, New Mexico, and national levels. The paper concludes that the problems faced by Navajos are not too different from those faced by other minorities in New Mexico or the United States but, as a closed society, the Navajos have a better opportunity to change their circumstances. The report discusses the pregnancy-related dropout problem among young minority women in terms of class differences and power relationships. There are also some general recommendations for minimizing the factors that lead to dropping out and for improving data-gathering procedures. Finally, there are suggestions and references to others' experiences to be used in building a more effective program. A five-page reference list is provided. Descriptors: American Indian Education, Dropout Prevention, Dropout Programs, Dropouts
(1963). DEVELOPMENT OF SERVICES FOR MEETING MENTAL HEALTH NEEDS AMONG RURAL CHILDREN AND YOUTH. RURAL AREAS HAVE UNTAPPED POTENTIAL IN THE ROLE OF DEMONSTRATING, EXPERIMENTING, AND PIONEERING NEW GOALS, PHILOSOPHIES, AND METHODS IN THE MENTAL HEALTH FIELD. GOALS IN DEVELOPING SERVICES ARE TO EXTRACT FROM CLINICAL MODELS THOSE THERAPEUTIC INGREDIENTS THAT CAN BE USED BY ALL RELEVANT MENTAL HEALTH PROFESSIONS AND, IF POSSIBLE, BY ANY EXISTING COMMUNITY RESOURCES. AN ILLUSTRATIVE DISCUSSION IS BASED ON NEW MEXICO'S PROGRAM IN COMMUNITY MENTAL HEALTH CONSULTATION, THE AIM OF WHICH IS TO PROVIDE EXPERT MENTAL HEALTH CONSULTATION TO ONGOING COMMUNITY SERVICES, TO PARTICIPATE IN PROFESSIONAL AND PUBLIC EDUCATION, AND TO CONDUCT COMMUNITY ORGANIZATION ACTIVITIES. RURAL COMMUNITY EXPECTATIONS ABOUT SPECIFIC PROFESSIONAL PRACTICES ARE AMBIGUOUS. THEREFORE, MENTAL HEALTH PROGRAMS SHOULD ENCOURAGE COMMUNITY PARTICIPATION, SHOULD BE UNDERSTOOD BY THE COMMUNITY, AND SHOULD AVOID TOO MUCH SPECIALIZED HELP. HELPING TROUBLED PEOPLE IN RURAL COMMUNITIES IS A DIRECT PROCESS WHICH IMPLIES THAT TO HAVE AN IMPACT ON YOUTH, PROGRAM CONSULTANTS SHOULD WORK WITH THOSE WHO WORK WITH YOUTH. THEY SHOULD EMPHASIZE SIMPLICITY, FLEXIBILITY, AND WARMTH. THE READINESS OF THE RURAL COMMUNITY TO ACCEPT INNOVATION IS ANOTHER FACTOR THAT SHOULD ENHANCE THE CHANCES OF SUCCESS OF A WELL-PLANNED MENTAL HEALTH PROGRAM. THE COMMUNITY CONSULTANT APPROACH IS ILLUSTRATED BY TWO PROJECTS– THE LAS CRUCES, NEW MEXICO PROJECT, WHERE NONPROFESSIONAL COMMUNITY PROJECT LEADERS WERE TRAINED, AND A RURAL PROJECT IN EASTERN NEW MEXICO, WHICH CONCENTRATED ON PROVIDING SERVICES TO SMALL, WIDELY SEPARATED COMMUNITIES. A STUDENT EXCHANGE PROGRAM SHOULD BE CONDUCTED BETWEEN RURAL AND URBAN YOUTH. THE RURAL YOUTH WOULD OBTAIN A MORALE BOOST FROM KNOWING THAT SOMEONE WAS LIVING IN HIS COMMUNITY TO GAIN A SPECIAL EXPERIENCE, AND HE WOULD ADJUST BETTER IF HE LATER MOVED TO AN URBAN SETTING. Descriptors: Clinics, Community Health Services, Community Involvement, Community Programs
(1995). Folk Arts in the Home: New Mexican Tinwork. New Mexican tinwork is a folk art tradition that developed out of Mexican and European silver work. Due to a lack of silver in New Mexico, tin became the material of choice. Rooted in European Hispanic traditions, this contemporary craft is yet another example of the resourceful ingenuity and adaptation that characterizes many New Mexican folk arts. This lesson plan, "Making a Tin Frame," includes objectives, vocabulary terms in English and Spanish, materials, motivation, procedure, evaluation, and extensions and connections. Contains nine references and the names, addresses, and phone numbers for eight tin artists. [More] Descriptors: Art Activities, Art Education, Design Crafts, Elementary Secondary Education
(1982). New Mexico's Very Small School Districts. The report addresses characteristics and concerns of New Mexico's 19 smallest school districts with a 1981-82 average daily membership ranging from 262 to 60 students. Information was gathered from a Public School Finance Division questionnaire sent to the 19 superintendents; from a December 1981 meeting with 10 of the smallest districts; from budget materials; and from 1981-82 State Department of Education records. Among the areas addressed in the summaries of the 18 returned questionnaires were unmet needs, staff development, priority concerns, program concerns, cooperative instructional services/programs, and legal constraints which prevent adequate programming. Problem areas and solutions discussed include: insufficient funding, inadequate housing, multiple certification/endorsement requirements, inter-agency or district communication, shared services, educational standards, and transportation funds. Budget materials are used to provide a comparison between 19 school districts and 4 larger school districts in relation to salaries, cost per pupil, pupil-teacher ratio, enrollment and teacher trends, and combined grades. State Department records provide information on the 19 school districts in terms of New Mexico Educational Standards, teacher certification, program waivers, program offerings (science, math, foreign language, art, vocational education, and physical education), and support services (libraries and counseling). [More] Descriptors: Administrator Attitudes, Art Education, Cooperative Programs, Core Curriculum
(1980). Educational Computer Services. School District Decision-Making Manual. Before the New Mexico Research and Study Council (NMRSC) could create the Educational Computer Services Program, school districts had to agree that they would contract for the proposed services for the 1980-81 school year. This manual provides decision-making information for school districts wanting to become members of the program. Included are the goals of a centralized computer center, the computer packages available, organizational responsibilities, equipment responsibilities, cost information, and spinoff benefits. The appendix lists the capabilities of three computer packages: financial, payroll, and student scheduling. Descriptors: Board of Education Policy, Centralization, Computer Oriented Programs, Computer Programs
(1965). PROGRAMMED MATHEMATICS, CLOUDCROFT HIGH SCHOOL. A PROGRAMED ALGEBRA I COURSE WAS OFFERED FOR THE THIRD YEAR TO STUDENTS OF THE CLOUDCROFT, NEW MEXICO, HIGH SCHOOL. ALL FRESHMEN (15), 4 SOPHOMORES, 1 JUNIOR, AND 2 SENIORS WERE ENROLLED. A SCHEDULE WAS DEVELOPED WHEREBY EACH STUDENT COULD COMPLETE THE ENTIRE 73-CHAPTER COURSE IN A SCHOOL YEAR. TEACHER-MADE TESTS WERE GIVEN AT THE END OF EACH CHAPTER AND WEEKLY GRADES WERE BASED ON THESE TESTS AND ON STUDENT PACING. AT THE END OF THE YEAR, 2 STUDENTS HAD COMPLETED THE ENTIRE PROGRAM AND ALL STUDENTS HAD COMPLETED AT LEAST 35 CHAPTERS. THE BIGGEST ADVANTAGE OF PROGRAMED INSTRUCTION WAS SEEN AS THE INDIVIDUALIZATION OF INSTRUCTION. [More] Descriptors: Algebra, High Schools, Individualized Programs, Mathematical Concepts
(1965). Programmed English, Des Moines High School. Programmed English instruction in small schools was designed to provide a wider spectrum of curricular experiences to enhance the somewhat narrow offerings of the regular English curriculum. The specific course outline and evaluation of the programmed English instruction at Des Moines High School indicated that the project in this New Mexico small school was feasible and successful. The programmed English instruction allowed the students to work at their own rate and the teacher to provide frequent and almost immediate reinforcement on student assignments. [More] Descriptors: English Instruction, Grammar, Individualized Instruction, Literature
(1987). Basic Science Process Skills. An Inservice Workshop Kit: Outlines and Activities. A science process skill project was developed to help elementary teachers meet competency standards in New Mexico for teaching the process approach in their science classes. An outline of the process skills along with recommended activities are presented in this document. Performance objectives are identified and a sample activity form is included. Two activities are provided for the skill areas of: (1) observation; (2) classification; (3) communication; (4) prediction; and (5) inference. Activities focus on topic areas such as electroplating, human genetic traits, circuit diagrams, circuit patterns and boards, fingerprints, and chemical reactions. [More] Descriptors: Elementary Education, Elementary School Science, Elementary School Teachers, Inservice Teacher Education
(1986). New Mexicans Are Learning a Living in Secondary Education, 1985-1986. This report is designed to give the reader summary information regarding vocational-technical programs offered by secondary schools in New Mexico for the 1985-1986 school year. Enrollment, programs, locations, student characteristics, and completion status for occupational programs are described. The report is presented in short narratives and tables. Appendixes list (1) secondary schools that reported student enrollment by vocational-technical programs and (2) vocational-technical programs with reported student enrollment in 1985-1986 by United States Office of Education Occupational Category. Descriptors: Agricultural Education, Allied Health Occupations Education, Business Education, Course Content
(1993). How To Do Library Research in Public Health Care Policy. Number 21. Conducting research in the field of public health care policy requires the use of many different materials in the library. This guide provides a bibliography of useful tools as well as a basic strategy to follow when researching a topic. The following tools are included in the guide: indexes and abstracts; books; statistics; government documents; legal materials–United States; and legal materials–New Mexico. Under each section, there is a description of the tool and an annotated listing of specific examples in that category. This annotation includes publication information and scope of the source. There are 73 sources of public health care policy listed in all. [More] Descriptors: Academic Libraries, Annotated Bibliographies, Health Materials, Higher Education