This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Everett D. Edington, Stephen A. Bernhardt, Santa Fe. New Mexico Legislative Council Service, New Mexico Commission on Higher Education., Gail Chasey Beam, Federico Martinez Carrillo, Orval D. Hughes, NINA PERERA COLLIER, Gerald W. Thomas, and Donald G. Ferguson.
(1987). Academic Preparation for College: A Joint Project. Final Report. A project to identify competencies needed by students entering college was undertaken jointly by the New Mexico Department of Education and the Commission on Higher Education. The first step was to review statewide data on enrollment in developmental/remedial college courses of graduates from New Mexico's public secondary schools. After a description of the plan for the project, the competencies are identified under the following skill categories: (1) language arts (reading and literature, writing, speaking and listening, language principles); (2) fine arts (visual arts, theater, music, and dance); (3) mathematics (basic mathematics skills; competencies in algebra, geometry, functions, computing, and statistics; the relationship of mathematics to the other basic academic competencies); (4) science competencies (laboratory and field work, mathematical skills, fundamental concepts, and detailed knowledge in biology, chemistry, and physics); and (5) social studies (general abilities and competencies in social science, world history and U.S. history). Initiatives for language arts, fine arts, mathematics, science, and social studies are proposed. Recommendations for institutional research are also offered. A list of members of project committees is appended. [More] Descriptors: Academic Standards, College Preparation, College School Cooperation, Competence
(1983). Small District Teacher Study. Executive Summary. Monograph No. 2. The study investigates the relationship of small district teacher aspirations, career patterns, residential preferences, biographic characteristics, motivations, and perceptions of organizational and community factors to teacher turnover intentions in selected small districts in New Mexico in the spring 1983. The population studied included 262 full-time teachers employed during the 1982-83 school year in the school districts in New Mexico which had a membership of less than 300 students. A total of 231 responses were received (38% male, 62% female, 20% Hispanic, and 79% Anglo/Non-Hispanic). Using mobility intent as the variable, the following was indicated: 75% intended to teach in their present districts during the following year, 11% intended to leave the districts, and 15% were undecided (52% of the respondents were 100% sure of their intentions). A significant relationship was found between mobility intent and marital status, career goal, and location of previous service in other districts. Recommendations include that administrators wishing to reduce turnover rates should: recruit teachers with community ties or those who would be likely to develop positive ties; and consider the prospective teachers' career goals. Descriptors: Anglo Americans, Career Planning, Community Satisfaction, Faculty Mobility
(1974). Chicano Mobile Institutes, 1973-1974. The Chicano Mobile Institute's (CMI) goal for fiscal year (FY) 1973-74 was to: improve the quality and equality of education and to meet the needs of Chicano students in public and private institutions of higher learning throughout the participating states. Its objectives were to: (1) prepare personnel in higher education who are concerned with the needs of students from low income and ethnically different families; (2) identify and document problem areas affecting Chicanos at the higher education level of the educational process; (3) identify proven and innovative solutions to the problems; and (4) effect the implementation of the proven solutions by decision-making bodies in the educational process. The National Advisory Board for Chicano Mobile Institutes, state coordinators, project director, and staff met at the National Evaluation Conference (held at Ghost Ranch, Abiquiu, New Mexico) to assess and write this final report for CMI FY 1973-74. This final report consists of the individual state report summaries for Arizona, Colorado, Nevada, New Mexico, Texas, and California. These reports are intended to give the most salient recommendations and suggested solutions to the Chicano student's problems which were the actual outcome of the CMI held in each of the respective states. [More] Descriptors: Advisory Committees, Bilingual Education, Community Involvement, Demography
(1980). Assessment of Title VII Bilingual Education Needs in the AIBEC Service Area: 1980-81. A total of 150 questionnaires from directors, teachers, and paraprofessional personnel were used to ascertain local conditions and needs of 20 American Indian Title VII Projects and other educational programs within the American Indian Bilingual Education Center (AIBEC) service area in Arizona, Utah and New Mexico, and to assist AIBEC in making decisions concerning the types of training areas or other services which should receive priority in development and availability. A follow-up effort consisted of on-site visits and telephone interviews. Each project was asked to identify its training needs and the extent thereof and university/college courses which would help meet the needs of the bilingual staff. Navajo was the language reported for 87% of the students, 79% of whom were found in the Arizona projects and 21% of whom were found in the New Mexico projects. In-service workshops were preferred by 72% of the respondents as the type of activity for addressing training needs. The remaining 28% chose seminars or institutes. Results of the survey for each Title VII Project and other educational programs in AIBEC's service area who responded to the questionnaire were summarized, and the five training areas most frequently identified for each staff member were listed in the order of priority. Descriptors: Administrators, American Indian Education, American Indian Reservations, American Indians
(1995). DATAWave. Volume 2, Numbers 1-6. The "DATAWave" is a biweekly publication of the Assessment Resource Office (ARO) at Eastern New Mexico University (ENMU). Its purpose is to inform the campus community and broader constituencies on assessment issues and practices at ENMU. The university's 10-year history of outcomes assessment is reflected in the topics of the 6 editions of this second volume. Editions, which do not always have a title, contain the following articles or cover these topics: (1) "Outcomes Assessment: ENMU's Next Five Years" (Everett L. Frost), "What's New in Assessment" (Alec M. Testa), and a survey and comments regarding the first volume; (2) "Letter on Assessment" (George Mehaffy), "Preliminary Analysis of Exit Interviews of Graduating Students at Eastern New Mexico University: Spring, 1995" (Judy L. Madewell and Alec M. Testa), and "CAAP [Collegiate Assessment of Academic Proficiency] Results by Term" (Alec M. Testa); (3) "1994 CIRP (Cooperative Institutional Research Project) Results Compared to National Averages" (Alec M. Testa); (4) "Student Satisfaction Inventory: Comparison of National and Local Scores" (Alec M. Testa); (5) "Assessment Day, November 1, 1995" and ARO WWW page announced; and (6) "Additional Comparisons of CIRP Data" (Alec M. Testa). (Contains five graphs, two tables, and two charts.) Descriptors: College Graduates, College Students, Comparative Analysis, Educational Assessment
(1994). Teaching Spanish to Native Speakers of Spanish Newsletter, Volume 1 Number 1, Teaching Spanish to Native Speakers of Spanish Newsletter. The newsletter is devoted to description of a 5-day conference on "Teaching Spanish to Southwest Hispanic Students" funded by the National Endowment for the Humanities and held at New Mexico State University on July 14-19, 1993. It lists the middle and high school teachers from Arizona, California, New Mexico, Nevada, and Texas who participated, briefly describes the participant selection process, notes the kinds of programs from which the participants came, and summarizes the conference program. The central feature was presentations by eight experienced master teacher/consultants on theoretical and practical issues in teaching Spanish as a first language. Each gave a talk on current research and application in a particular area of specialization. These included: student placement; meeting individual students' affective and instructional needs; techniques for language maintenance and retrieval; pre-reading, reading, and post-reading activities to use with Spanish literary texts students can relate to easily; activities using the functional-notional approach to developing language skills; creative group activities to explore opportunities to use Spanish outside the classroom; cooperative learning activities; and popular language use, language use apprehension, and codeswitching. Incorporating ethnographic studies into the curriculum is also discussed. Additional past and upcoming conference information is included. [More] Descriptors: Class Activities, Classroom Techniques, Code Switching (Language), Communication Apprehension
(1975). Comprehensive Explanation of the Cooperative Program in Teacher Education. The Cooperative Program in Teacher Education at New Mexico State University, now in its tenth year, is a work-study degree plan which students complete in the normal four years by attending summer sessions as well as regular semesters. Graduates enter the teaching profession with exposure to several levels of public school education. From first entry, co-op students alternate semesters between a "work phase" in classrooms (for which they receive both college credit and pay), and a "school phase" requiring enrollment in fulltime university coursework. Financial support derives from the Federal Higher Education Act plus some monies from the State of New Mexico. Wages paid during the work phases are based on a graduated scale and established financial need. As freshmen and sophomores, co-op students are placed in paraprofessional roles in elementary and junior high schools. In the junior year, they hold assistant teacher classification and are assigned according to their preparations. Senior co-ops become co-teachers with broad responsibilities for teaching. A recent comprehensive comparison with a regular teacher preparation program revealed the co-op approach superior in almost all dimensions which seem representative of the quality being sought in America's classrooms. (Information on personnel, budget, evaluation, and contributions is included in this report.) [More] Descriptors: College School Cooperation, Cooperative Education, Cooperative Programs, Higher Education
(1984). The American Public Schools and the Department of Defense Dependent Schools: A Comparison Study. The primary purpose of this study is to investigate and identify possible factors that might be operating in the Department of Defense Dependent Schools (DoDDS) system and that seemingly lead to academic superiority when compared to American public schools. Data obtained addressed the perceptions of parents, teachers, and administrators on issues affecting school practices both in the American public school setting and in DoDDS-Germany. This study examined input variables, including the governance matters that influence such outcomes. The format of the report includes (1) a discussion of the national reports and how these have triggered state-level responses in both New Mexico and New York; (2) a brief overview of the governance structures in New York State, New Mexico, and DoDDS-Germany; (3) an analysis of the data obtained on the comparison surveys; (4) a statement of conclusion; and (5) recommendations. The appendix contains a log of DoDDS-Germany activities, four survey instruments, and 14 references. Descriptors: Academic Ability, Academic Achievement, Administrator Attitudes, Dependents Schools
(1991). Step Ahead: A Partnership for Improved Health Care Communication. This publication consists of materials produced by Step Ahead, a National Workplace Literacy Demonstration Project–a partnership between New Mexico State University and Memorial Medical Center, Las Cruces, New Mexico. The project abstract is a one-page summary of facts, objectives, and procedures related to this project, which provided onsite instruction at Memorial Medical Center in job-specific literacy and improved intrahospital and hospital-patient communication by revising hard-to-read documentation. The final performance report (February 1992) presents these results: 238 hospital staff attended 1,556 hours of instruction, and the project offered short courses, English skills workshops, and individual assistance and tutoring. A needs assessment (October 1990) describes information collection activities to identify needs and define program goals concerning staff and staff/patient communications at Memorial Medical Center. It proposes courses, documentation projects, liaison relationships, and intervention activities. Three progress reports (December 1990, April 1991, and August 1991) detail ongoing evaluation and commentary on the project. The final performance report and the progress reports also contain attachments that include attendance figures, ethnic participation, evaluations, and an article on the Medical Spanish courses offered. [More] Descriptors: Adult Basic Education, Adult Literacy, Allied Health Occupations, Basic Skills
(1966). AN INTERDISCIPLINARY INSTITUTE FOR THE IN-SERVICE TRAINING OF TEACHERS AND OTHER SCHOOL PERSONNEL TO ACCELERATE THE SCHOOL ACCEPTANCE OF INDIAN, NEGRO, AND SPANISH-SPEAKING PUPILS OF THE SOUTHWEST. INTERIM REPORT NO. 2. IN CONJUCTION WITH AN INTERDISCIPLINARY INSTITUTE AT NEW MEXICO STATE UNIVERSITY, A SURVEY WAS CONDUCTED TO DETERMINE PERCEPTIONS AND ATTITUDES OF COMMUNITY MEMBERS AND SCHOOL PERSONNEL IN THE PROVISION OF EQUALITY OF EDUCATIONAL OPPORTUNITY FOR ANGLO, SPANISH-AMERICAN AND INDIAN CHILDREN IN AZTEC AND TULAROSA, NEW MEXICO. THE MAJOR QUESTIONS ASKED WERE–HOW DOES THE DOMINANT MAJORITY ANGLO CULTURE VIEW THE ABILITIES OF SPANISH-AMERICAN AND INDIAN CHILDREN COMPARED TO THEIR OWN, HOW DOES THE SPANISH-AMERICAN AND INDIAN PARENT FEEL ABOUT THE ABILITIES OF HIS CHILDREN COMPARED TO THEIR ANGLO CLASSMATES, IS THE FAILURE OF SPANISH-AMERICAN AND INDIAN CHILDREN, IN CONTRAST TO THE RELATIVE SUCCESS OF ANGLO CHILDREN IN SCHOOL, PERCEIVED AS A RESULT OF DIFFERENTIAL TREATMENT BY TEACHERS AND SCHOOL ADMINISTRATORS, AND HOW MUCH OF THIS FAILURE DO THE MEMBERS OF THE THREE CULTURAL GROUPS AND THE EDUCATORS THEMSELVES ATTRIBUTE TO INADEQUACIES IN THE SCHOOL PROGRAM. TWO DISTINCT PATTERNS EMERGE FROM THE DATA. FIRST, MEMBERS OF ALL GROUPS PERCEIVE THE ANGLO CHILD AS MOST CAPABLE, THE SPANISH-AMERICAN CHILD AS LESS CAPABLE, AND THE INDIAN CHILD AS LEAST CAPABLE OF ACHIEVING DESIRABLE GOALS. SECOND, ALL GROUPS SAW PUPILS AS MOST CAPABLE OF COMPLETING HIGH SCHOOL, LESS CAPABLE OF ATTENDING TRADE SCHOOL OR COLLEGE, AND LEAST CAPABLE OF FINDING A JOB AFTER SCHOOL. GRAPHS AND A BIBLIOGRAPHY ARE INCLUDED. [More] Descriptors: Ability Identification, Academic Ability, Academic Aspiration, Achievement
(1975). A Graduate Training Program Developed for Elementary School Spanish-English Bilingual Teachers (A 1969-1975 Research and Development Study). Part I, Bilingual Teacher and Trainer Institute Follow Up. This study is addressed to the graduate level needs of prospective elementary school bilingual teachers who did not graduate from bilingual programs at the Bachelor's level, and to the development of a model for training those prospective teachers. An evaluation was performed to determine which curriculum areas of the New Mexico University Bilingual Teacher and Teacher Trainer Institute were perceived as effective and ineffective by participants. Two questionnaires of differing formats were devised for this purpose. After the participants had completed and returned the first questionnaire, they were interviewed concerning their responses. The second questionnaire was adapted to the respondent's reaction to the format of the first questionnaire. Another interview was held with each participant to clear up some items. Also, an interrogation letter was sent to seven bilingual program directors in New Mexico about what would consitute a good graduate program for bilingual teachers. The study showed that the following three main areas should be a minimum graduate component for the preparation of teachers for bilingual/bicultural (Spanish/English) programs: (1) culture, (2) language, and (3) pedagogy. The results from this study represent the voice of teachers in bilingual/bicultural programs and should be taken a serious mandate. (Appended are 11 items representing legislation, graduate programs, a proposal, the Bilingual Program Director's input, certification criteria, letters, and guidelines.) [More] Descriptors: Bilingual Education, Bilingual Teachers, Cultural Education, English
(1967). TITLE I PROJECTS AND OTHERS, ESPANOLA VALLEY PILOT PROGRAM RESEARCH. 1966-67 PRELIMINARY REPORT. THIS IS A COMPREHENSIVE REPORT OF THE ACTIVITIES OF YOUTH CONCERTS OF NEW MEXICO, INC., IN BRINGING ARTISTS TO ELEMENTARY AND HIGH SCHOOL CHILDREN IN TOWNS AND VILLAGES THAT HAVE HAD LITTLE OR NO CONTACT WITH LIVE PERFORMERS. A PILOT STUDY WAS CONDUCTED TO COMPARE THE INSTRUMENTAL AND VOCAL ENSEMBLES' EFFECTS ON STUDENTS IN URBAN SCHOOLS WITH STUDENTS IN RURAL SCHOOLS. OBSERVATIONS, QUESTIONNAIRES, PRE- AND POST-TESTING, AND TAPE RECORDED INTERVIEWS LED TO CONCLUSIONS THAT (1) LIVE MUSICAL PERFORMANCES CAN PRODUCE SPECIFIC FACTUAL OUTCOMES IN TERMS OF LEARNING ABOUT MUSICAL INSTRUMENTS, HOW THEY ARE PLAYED, AND FACTS RELATED TO THE PERFORMERS, (2) POSITIVE ATTITUDINAL OUTCOMES (ATTENDING FUTURE PERFORMANCES, POSSIBLE FUTURE STUDY ON THE INSTRUMENT PLAYED, AND HEARING SIMILAR MUSIC AGAIN) ACCRUE FROM LIVE PERFORMANCES, AND (3) LIVE MUSICAL PERFORMANCES HAVE A REAL POTENTIAL IN ACCULTURATION AND SELF-CONCEPT IMPROVEMENT OF CULTURALLY DISADVANTAGED AND CULTURALLY ISOLATED CHILDREN. YOUTH CONCERTS OF NEW MEXICO REPORTED 165 MUSICAL EVENTS PRESENTED TO 42,127 STUDENTS IN 17 SCHOOL DISTRICTS. THE 13 PERFORMING UNITS INCLUDED SMALL INSTRUMENTAL GROUPS, DANCE SOLOISTS, AND VOICE SOLOISTS AND ENSEMBLES, APPENDIXES PRESENT DESCRIPTIONS OF PERFORMANCES, PROGRAMS, TEACHER GUIDES, AND FOLLOWUP TESTS. [More] Descriptors: Concerts, Creativity, Cultural Activities, Cultural Enrichment
(1996). Project TIE (Teams in Early Intervention) Outreach: An Outreach Project To Train Statewide, Regional and Local Teams of Early Intervention Personnel and Parents. Final Report. This final report describes activities and achievements of Project TIE (Teams in Early Intervention) Outreach, a 3-year project which provided training for regional and local interdisciplinary teams (including parents) in New Mexico. The model used by the project stresses: (1) interdisciplinary communication, (2) a common framework for early intervention, (3) team building, (4) cultural considerations, and (5) community linkages. The model is designed for use with a variety of teams including health, developmental evaluation and assessment, and early intervention, serving children from birth through age 5 with or at risk for developmental delays or disabilities. A unique feature of the TIE model is its emphasis on team culture. The model involves assessment of a team's performance before designing a training plan and the maintenance of good teaming skills through long-term, regular follow-up. TIE Outreach provided facilitated learning experiences to 551 individuals involved in early intervention or preschool services to 2,975 children and families in New Mexico and throughout the country. The Project produced a pilot CD-ROM on team building. Individual sections of the report describe the Project's goals and objectives, conceptual framework, training model, methodological/logistical problems and resolutions, evaluation findings, impact, and future activities. Appended are such related documents as a description of the CD-ROM, reports of focus groups, evaluation materials, and an article titled "Helping Parents Feel Comfortable in the Schools" by Gail Beam and Valerie Ford. (Contains 18 references.) [More] Descriptors: Community Programs, Competency Based Education, Cultural Awareness, Disabilities
(1996). Public School Funding Formula Task Force. Final Report. This report presents the findings and recommendations of a study of New Mexico's financing of education. A task force, created in 1995 by the state legislature, was charged with reviewing public school funding for the purpose of introducing legislation to reform the system. For the study, hired consultants reviewed historical documents, held interviews, conducted an analysis of formula and nonformula provisions, reviewed and recommended revision of program unit cost indices, and assessed fiscal and program accountability procedures. The principal finding was that the New Mexico public school funding formula was highly equitable. Since state law did not permit local school districts to levy additional taxes, spending disparities in the state were less than those that were apparent in other states. However, some perceived areas of unfairness were found and changes were proposed that included abolishing the size-adjustment factor for large school districts, among others. The task force endorsed the findings of the consultant and recommended some alterations, such as the creation of an at-risk factor in the funding formula to provide additional program units to school districts with students at risk of academic failure. An appendix lists the task-force members and contains a discussion draft of the proposed legislation for public school funding. [More] Descriptors: Educational Equity (Finance), Educational Finance, Elementary Secondary Education, Finance Reform
(1974). Limit Our Horizons in the Land of Enchantment? The Challenge for Education. This paper examines the trends in participation in higher education for New Mexico. Statistical data indicated that only 39 percent of the high school graduates in 1973 planned to enter college after graduation. Barriers to advanced education and training are discussed including intellectual barriers, financial barriers, and environmental and attitudinal barriers. Positive steps to increase participation in higher education and increase the quality of that education are presented, including: (1) The opening of opportunities for higher education and specialized career training beyond the high school to at least 65 percent of the New Mexico high school graduates within the next 5-year span (2) The realization that some potential students need extra counseling and services without compromising educational standards. Appropriations for these programs would be doubled each year for the next 5-year period. (3) The evaluation of programs and grants in aid. Much more emphasis should be placed on work-study programs. (4) Educational Programs should be designed to maximize options for career development. (5) More positive approaches should be taken to develop and support life-long education and retraining for all age groups. [More] Descriptors: Attitude Change, College Bound Students, Educational Assessment, Educational Needs