Congress of the U.S., Washington, DC. House Committee on Interior and Insular Affairs. (1985). Long-Term Care for the Indian Elderly. Oversight Hearing before the Select Committe on Aging and the Committee on Interior and Insular Affairs. House of Representatives, Ninety-Eighth Congress, Second Session (Tucson, Arizona, May 25, 1984). The joint committees met to examine the long-term care problems faced by the Indian elderly and to consider various proposals to resolve those problems. Four expert panels and 10 government and tribal representatives presented testimony on the health problems of the Indian elderly. One expert panel consisted of representatives of the Bureau of Indian Affairs, the Indian Health Service, the Health Care Financing Administration, and the Administration on Aging. The remaining three panels consisted of tribal representatives including Navajo, Pueblo, Apache, Oglala Sioux, Yakima, Cheyenne River Sioux, and Omaha. Testimony touched on funding, federal responsibility for long-term health care, coordination of agency services, Medicare/Medicaid programs, nursing home policy, and specific provisions of the Older American Act. The bulk of this document consists of material submitted for the hearing record. In addition to prepared statements by panel members, materials include reports submitted by southwest tribes, the New Mexico Title VI Indian Coalition, the New Mexico Indian Council on Aging, the Inter-Tribal Council of Arizona, and Senator deConcini of Arizona. The Long-Term Care Gerontology Center of the University of Arizona submitted two papers concerned with American Indian nursing homes.   [More]  Descriptors: Aging (Individuals), American Indian Reservations, American Indians, Federal Aid

LLamas, Vicente J. (1999). UCAN: A Four-State Rural Systemic Initiative. Year Three Performance Effectiveness Review (PER). The Utah, Colorado, Arizona, New Mexico-Rural Systemic Initiative (UCAN-RSI) supports systemic reform of mathematics, technology, and science education for rural students in its states, focusing on schools with high enrollments of American Indian and Hispanic students. This performance effectiveness review covers UCAN's progress during its third year (September 1997-August 1998). During year 3, UCAN worked with 124 focal schools enrolling 36,656 students with 43 percent being American Indian and 41 percent being Hispanic. An introductory section outlines UCAN's approach to sustainable systemic reform, seven criteria defining "focal schools," and the benchmarks used by UCAN's six coalitions to assess their progress toward "full implementation" of reform. These benchmarks are in the areas of curriculum and assessment, policy, resource convergence, community support, student achievement, and achievement of women and minority groups. Section 1 outlines UCAN's impact on teachers, students, and schools. Section 2 describes UCAN's influence on the system in terms of resource convergence; policy changes to graduation requirements, professional development requirements, teacher certification requirements, and accountability; administrative changes; data utilization; implementation of standards-based curriculum; student-teacher-curriculum interactions; the system context of math and science education; and UCAN partnerships. Section 3 presents math and science achievement data for UCAN schools. Appendixes present supplementary data on areas covered in the report, selected data on UCAN states by Education Week, and examples from schools/districts in UCAN's six coalitions.   [More]  Descriptors: American Indian Education, Educational Change, Elementary Secondary Education, Mathematics Achievement

Nover, Stephen M.; Andrews, Jean F. (1999). Critical Pedagogy in Deaf Education: Bilingual Methodology and Staff Development. USDLC Star Schools Project Report No. 2. Year Two, 1998-1999. The New Mexico School for the Deaf, Santa Fe, was awarded a five-year federal grant to improve language teaching practices of teachers working with children who are deaf by using current bilingual theories and pedagogical techniques, including "engaged learning" practices and educational technology. The project developed and refined the American Sign Language (ASL)/English Bilingual Staff Development Model for practicing K-12 teachers in five state residential schools for students with deafness. This report discusses activities and outcomes of year two of the five-year project. The first section of the report discusses the theoretical framework of the ASL/English Bilingual Staff Development Model. Section 2 describes the project's activities, including a technology plan for the next three years. Sections 3 and 4 discuss significant findings of three of the residential schools' teacher reflective logs, and conclude with excerpts of teachers' comments. Section 5 examines and discusses the significant issues of the complexity of assessing language of students with deafness, and describes assessment instruments such as signing attitude and reading and writing attitude surveys. It also discusses the assessment instruments for project teachers. The last section describes the family computer loan program. Appendices include further information on the ASL/English Bilingual Staff Development Model. (Contains 45 references.)   [More]  Descriptors: American Sign Language, Bilingual Education Programs, Bilingual Students, Computer Assisted Instruction

McCombs, Gillian M. (1985). Catalog Maintenance Online in ARL Libraries. SPEC Kit 119. To gather information on current catalog maintenance practices, researchers selected institutions from respondents to the September 1984 version of the OMS (Office of Management Studies) Automation Inventory of Research Libraries. A telephone survey of technical services and systems staff at 23 libraries investigated a wide range of issues related to both the database itself and organization-staffing. A concise summary addresses: planning and system issues; staffing and organization issues; and trends and implications. The kit contains SPEC survey information (questions asked, libraries contacted, documents received); manuals for catalog maintenance procedures from 10 institutions (University of Illinois at Urbana-Champaign, Pennsylvania State University, Syracuse University, University of Virginia, Duke University, University of California at Los Angeles, Northwestern University, Virginia Polytechnic Institute and State University, the New York State Library, and University of New Mexico); job descriptions and/or organization charts from five institutions (Pennsylvania State University, Northwestern University, University of Maryland, Virginia Polytechnic Institute and State University, and University of New Mexico); and a selective bibliography.   [More]  Descriptors: Academic Libraries, Administrative Organization, Databases, Higher Education

Wren, Sebastian (2000). The Cognitive Foundations of Learning To Read: A Framework. Southwest Educational Research Laboratory's (SEDL's) reading project examines early literacy in Grades K-2 and the prevention of early reading failure. The goals of this effort include the following: developing a framework of the cognitive foundations of learning to read that organizes research information; using that framework to organize information about K-2 reading assessment, instructional resources and strategies, and state standards; providing tools and resources that facilitate tracking student achievement data; and assessing the utility of the developed resources with practicing teachers. This framework, "The Cognitive Foundations of Learning to Read," was developed with external consultation over a 22-month period. The framework's content and the organization are derived from scientific research conducted in a variety of disciplines, such as education, linguistics, cognitive science, and psychology. The framework and the complementary resources were developed by SEDL staff in collaboration with 71 elementary teachers representing 7 elementary school campuses in 2 states, New Mexico and Texas. The framework contains the following sections: Creation of a Suite of Reading Resources; History of SEDL's Reading Project; Acknowledgments; SEDL's Framework and Complementary Resources; "The Reading Acquisition Framework: An Overview" (Wesley A. Hoover and Philip B. Gough); The Framework Elements (language comprehension, decoding, background knowledge, linguistic knowledge, phonology, syntax, semantics, decoding and the cognitive elements that support it, cipher knowledge, lexical knowledge, phoneme awareness, knowledge of the alphabetic principle, letter knowledge, concepts about print, reading comprehension, putting the pieces together); Using the Framework and Suite of Knowledge; and Glossary of Framework Elements.   [More]  Descriptors: Beginning Reading, Cognitive Processes, Primary Education, Reading Achievement

Roy, Loriene; Christal, Mark (2000). Creating a Virtual Tour of the American Indian. This paper describes how Potawatomi and Santa Clara Pueblo children came to create a virtual tour of cultural exhibits from the National Museum of the American Indian (NMAI). The first part of this paper explores the nature of museums, how people interact with them, the concept of a virtual museum, and a brief history of NMAI. In addition to three physical spaces, NMAI is developing a "Fourth Museum" to extend access to and use of NMAI's holdings, especially for Native communities remote from the museum sites. As part of the Fourth Museum, in 1999 NMAI, students and teachers from two reservation schools, and University of Texas educators involved in the Four Directions project began a unique collaboration. Four Directions proposed that members of Indian communities be involved with museum personnel in presenting and interpreting cultural objects using technology such as Web page authoring and QuickTime Virtual Reality (QTVR) software. One component would be development of a virtual tour of NMAI exhibits at the George Gustav Heye Center (New York City), as seen through the eyes of Native American children. NMAI agreed, and two schools were chosen on the basis of written plans and school administrative support. Elementary students from Santa Clara Day School (New Mexico) and Hannahville Indian School (Michigan) were chosen through an essay process and traveled with their teachers to New York, where they created QTVR object movies of cultural items on exhibit and QTVR panoramas of the museum space. The current virtual tour (at www.conexus.si.edu/main.htm) includes 19 panoramas and 26 objects along with the students' interpretive essays.   [More]  Descriptors: American Indian Culture, American Indian Education, American Indians, Elementary Education

McDonald, Brian (1998). Economic, Demographic, and Fiscal Impact of Nuchik, Inc. Poultry Processing Plant on the City of Artesia and the Artesia Public Schools. The city of Artesia (New Mexico) was considering the issuance of $210 million in industrial revenue bonds (IRB) for construction of a new poultry processing plant 5 miles west of Artesia in Eddy County. Since property financed with IRB is exempt from all state and local property taxes for the life of the bonds, the city of Artesia requested an independent analysis of the economic, demographic, and fiscal impact of the plant on Artesia and its public schools, as well as a critique of a similar analysis conducted by a Texas consultant. The Texas report was found to be unreliable because it had too many unjustified assumptions and inaccurate data, it revealed a lack of knowledge of state and local finance issues in New Mexico, and its projected demographic impacts were unreasonable in light of the region's experience. The present analysis projected the creation of 1,596 new direct jobs and 1,946 new secondary jobs, with a total new payroll of $62.2 million. Area population was expected to increase by 4,716 to 6,079 persons. An increase of 763-984 new students was projected for Artesia public schools, which would require one new elementary school, one-half of a new middle school, and one-quarter of a new high school. The local school district would be responsible for financing the new classrooms, equipment, and other capital facilities out of the local property tax base. Depending on the population increase, the Artesia general fund could expect an annual net fiscal deficit of between $248,021 and $583,848, assuming that the current level of per capita general fund spending is maintained. A brief review outlines other studies of impacts of similar plants on small rural communities.   [More]  Descriptors: Agribusiness, Economic Development, Economic Impact, Educational Facilities Improvement

Leiderman, Sally A.; Dupree, David M. (2000). Project Change Evaluation Research Brief. Project Change is a community-driven anti-racism initiative operating in four communities: Albuquerque, New Mexico; El Paso, Texas; Knoxville, Tennessee; and Valdosta, Georgia. The formative evaluation of Project Change began in 1994 when all of the sites were still in planning or early action phases. Findings from the summative evaluation will be available in 2002. This report provides more technical information than has been available previously. It covers: (1) development of the Project Change model and theory of change; (2) evaluation approach and challenges; (3) early findings; and (4) next steps in evaluation. Some of the special challenges of anti-racism work have been identified. These include the fact that people want to know whether the work is effective long before tangible results are likely to be produced. Because it is not clear what it will take to solve the problem of racism, it is hard to use markers of progress to predict eventual success from early results. Evaluation findings do show that communities have benefited from Project Change in some tangible ways. The policies of lending institutions have changed to make new funds available to poor people. Project sites have raised awareness about hate crimes, and communities are beginning to institutionalize their Project Change work so that it will last beyond the initial funding. Some unintended benefits have come to participants in terms of new skills and a higher degree of awareness. Some social policy benefits have also been apparent as lessons generated by project management, the communities, and the evaluation have helped stimulate anti-racism activities by other funders and in other communities.   [More]  Descriptors: Community Programs, Evaluation Methods, Formative Evaluation, Multicultural Education

Burnett, Waynette (2000). Gran Quivira: A Blending of Cultures in a Pueblo Indian Village. Teaching with Historic Places. Gran Quivira is one of three sites that make up Salinas Pueblo Missions National Monument in present-day New Mexico. A vibrant society, mostly Pueblo Indian and Spanish missions, thrived there until the late 17th century. Today, people encounter only a soothing silence broken by a constant breeze and the chirr of insect wings. This lesson plan is based on National Park Service documentation. The lesson can be used in U.S. history, social studies, and geography courses in units on native American Indian culture or the colonial presence of the Spanish in the Southwest. It explores the history of a Puebloan village from the 7th century to the arrival of the Spanish in the 17th century. The teacher materials section includes: "About This Lesson Plan" (Where It Fits into the Curriculum; Objectives for Students; Visiting the Site; Supplementary Resources) and "How To Use TwHP Lesson Plans." The student materials section includes: "Getting Started"; "Photograph Analysis Worksheet"; "Setting the Stage"; "Locating the Site" (Maps: Early Puebloan Communities, and The Salinas Basin); "Determining the Facts" (Readings: Village Life, and The Coming of the Spaniards); "Visual Evidence" (Photos: Salinas Pueblo Missions National Monument, Kiva at Gran Quivira, Aerial View of Gran Quivira; Drawings: Typical Kiva, Plan of Gran Quivira, Artists's Conception of Gran Quivira); and "Putting It All Together" (Activities: Retrieving Data, Constructing a Model of a Pueblo, Puebloans and Local Indians).   [More]  Descriptors: Built Environment, Geography, Heritage Education, Historic Sites

de la Torre, Adela; Rochin, Refugio I. (1986). Directory of Chicano Studies Programs in California and the Southwest. The directory identifies 38 Chicano/Mexican American studies programs at major universities and colleges in the Southwest, particularly California. It presents information on programs by location, faculty, goals and objectives, and final degrees offered. Following an introductory section, Section II describes programs at California State University affiliates in Chico, Dominguez Hills, Fresno, Fullerton, Hayward, Humbolt, Long Beach, Los Angeles, Northridge, Sacramento, San Bernardino, San Diego, San Francisco, San Jose, Sonoma, Stanislaus, Pomona, and San Luis Obispo. Section III presents details about programs affiliated with University of California campuses at Berkeley, Davis, Irvine, Los Angeles, Riverside, San Diego, Santa Barbara, and Santa Cruz. Private California college programs at Claremont Colleges, Loyola Marymount, Stanford, University of Santa Clara, and University of Southern California are listed in Section IV. Section V contains information about selected public university programs at the University of Arizona, University of Colorado (Boulder), New Mexico State University (Las Cruces), University of New Mexico, Pan American University, University of Texas (Austin), and University of Texas (El Paso).   [More]  Descriptors: Course Objectives, Degrees (Academic), Educational Objectives, Ethnic Studies

Russon, Craig; Horn, Jerry; Oliver, Steve (2000). A Case Study of Gila River Indian Community (Arizona) and Its Role as a Partner in the NSF-Supported UCAN Rural Systemic Initiative (RSI). This case study examines the history and current circumstances of education in the Gila River Indian Community (Arizona) in the context of its participation in the Utah, Colorado, Arizona, New Mexico, Rural Systemic Initiative (UCAN RSI), which aims to improve science and mathematics achievement through systemic reform. This report describes tribal history and economic conditions; the school system and its involvement with the UCAN RSI; and progress on the National Science Foundation's "six drivers of educational system reform": implementation of standards-based curriculum, supportive policies, convergence of resources to support math and science programs, broad-based parent and community support, improved student achievement, and improved equity of achievement. Located south of Phoenix, the reservation is slowly recovering from years of forced dependence. The seven elementary and middle schools include BIA, tribal, public, and parochial schools. The one high school has very low attendance as many students go off reservation for high school. All reservation schools belong to UCAN's Arizona Tribal Coalition. Coalition teachers meet regularly for professional development and support. As a result of alliances with businesses and other schools, some teachers are developing a culturally relevant math and science curriculum. Evaluators found weak to moderate evidence of developing success on the six drivers of reform. Although education is recognized as a way to help the community moved forward, systemic reform on the reservation is a difficult proposition. Multiple jurisdictions prevent alignment of policies, and resources have always been a struggle. However, the coalition's emphasis on professional development has had some impact.   [More]  Descriptors: Academic Achievement, American Indian Education, American Indian History, American Indian Reservations

Hample, Stephen R. (1979). Instructional Support Costs Related to Faculty Salary Costs. Report No. 79-02. Nonfaculty salary (instructional support) costs for Montana State University (MSU) are examined with specific reference to the adequacy of the 25 percent nonfaculty salary allowance for other costs. Two concepts are examined: nonfaculty salary expenses within the instruction program (direct instructional support costs) and both direct support costs as well as indirect costs (total instructional support costs). Figures from financial reports for 1968 through 1978 of MSU for both direct and indirect costs are provided as well as figures from four other comparison universities. Direct instructional support costs at MSU vary between 40 and 55 percent of faculty salaries. The total institutional support costs averaged about 125 percent of faculty salaries. It is suggested that there is a need to provide more faculty salaries to meet increased enrollment. It is emphasized that support costs that are not at least equal to the added faculty salaries cannot sustain MSU instruction at its current level of operation. Appended are: financial statistics for MSU; and direct instructional support costs for FY 1976 to 1977 for North Dakota State University, South Dakota State University, New Mexico State University, and University of New Mexico.   [More]  Descriptors: Accounting, Budgeting, College Faculty, Comparative Analysis

Turner Educational Services, Inc., Newtown, PA. (2000). CNN Newsroom Classroom Guides, May 2000. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of May 2000, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Top stories include: U.S. Government files a proposal to split up Microsoft, terrorism source shifts from Middle East to South Asia, Lockerbie bombing trial begins, 30th anniversary of the Kent State University shootings, and the "ILOVEYOU" computer virus strikes worldwide (May 1-5); U.N. peacekeepers held hostage by rebel forces in Sierra Leone, investigators trace "ILOVEYOU" computer virus to an apartment in Manila, citizens evacuate to Freetown as rebel forces retreat in Sierra Leone, U.S. Court of Appeals hears the Elian Gonzalez case, and what began as a controlled fire rages uncontrolled in New Mexico (May 8-12); Mothers rally in Washington, D.C. to push for tougher gun control laws, Sierra Leone's RUF rebels release 139 U.N. hostages, Israel and Palestine pursue peace negotiations, rebel leader Foday Sankoh is captured in Sierra Leone, and the space shuttle Atlantis is poised to begin its voyage to the International Space Station (May 15-19); the future of U.S.-China trade, simulation exercises help U.S. authorities determine how to handle a terrorist attack, Israeli troops withdraw from their "security zone" on the Lebanese border, the U.S. House of Representatives approves Permanent Normal Trade Relations with China, and Lebanese declare a national holiday as Israeli troops withdraw from their county (May 22-26); Peru's President Fujimori declares victory in a race some say was fraudulent, and President Clinton begins a weeklong trip to Europe (May 30-31). Descriptors: Cable Television, Class Activities, Current Events, Discussion

Kittlaus, Jennifer, Ed.; Bliss, Pam, Ed. (2001). Religious Freedom in America, Insights on Law & Society. This magazine aims to help high school teachers of civics, government, history, law, and law-related education program developers educate students about legal issues. This issue focuses on religious freedom in the United States. It contains 11 articles: (1) "Government-Religion Relations in Historical Perspective" (C. Cookson) discusses how differing views of order in colonial, 19th century, and modern times have formed the basis of the relationship between civil authority and religion; (2) "Religious Minorities and the Pressures of Americanization" (E. M. Mazur) discusses how Jehovah's Witnesses, Mormons, and Native Americans make choices within the U.S. constitutional order; (3) "A Variety of Attitudes toward Church-State Relations" (T. G. Jelen; C. Wilcox) presents the findings of a study suggesting that views of church-state relations in the United States are more complex than previously believed; (4) "Debate: Are Publicly Funded School Voucher Systems Constitutional or Not?" presents "Pro: A Case for Including Religiously Affiliated Schools in Publicly Funded Voucher Systems" (T. S. Collett) and "Con: The Inclusion of Religious Schools in Public Voucher Systems Is Unconstitutional" (C. Dubnoff); (5) "Students in Action" discusses debating church-state and related free speech issues, established churches in colonial times, the establishment clause, religious freedom and today's religious minorities, and the Santa Fe (New Mexico) school prayer or free speech case; (6) "Learning Gateways" provides a lesson plan and student activities; (7) "Supreme Court Roundup" (C. F. Williams) discusses two Fourth Amendment cases the Court takes up during the current term; (8) "News from Capitol Hill" (K. F. Fenske) reviews issues facing the 107th Congress; (9) "Teaching with the News" (W. B. Lewis; C. F. Williams) discusses what the law says about Internet filtering; and (10) "Media Specialist's Corner" (M. Kayaian) offers resource lists dealing with the journal's theme. Descriptors: Attitude Measures, Court Litigation, Debate, Educational Vouchers

Helm, June, Ed. (1968). Spanish-Speaking People in the United States: Proceedings of the 1968 Annual Spring Meeting of the American Ethnological Society. These proceedings are comprised of the following papers on Spanish-speaking people in the United States: "Sampling and generalization in anthropological research on Spanish-speaking groups" (T. Weaver); "Social class, assimilation and acculturation" (J. Moore); "The study of migrants as members of social systems" (L. Shannon); "Quantitative analyses of the urban experiences of Spanish-American migrants" (R. Hanson, O. Simmons, and W. McPhee); "Child's-eye-views of life in an urban barrio" (M. Goodman and A. Beman); "Folk medicine and the intercultural jest" (A. Paredes); "The Spanish-speaking population of Florida (M. Smith); "From dissonance to consonance and back again: Mexican Americans and correctional processes in a Southwest city" (J. Waddell); "A tri-ethnic trap: the Spanish Americans in Taos" (J. Bodine); "Factionalism and futility: a case study of political and economic reform in New Mexico" (T. Maloney); "The Alianza Movement: catalyst for social change in New Mexico" (F. Swadesh); "The Anglo side of acculturation" (P. Kutsche); and, "Economics, household competition, and the family cycle: the Blackfeet case" (L. Robbins). Descriptors: Acculturation, Correctional Institutions, Elementary School Students, Ethnic Studies