This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Trisha Davis, Richard C. Richardson, Julie Anna Clay, Howard J. Scheiber, Curtis R. Rogers, Charles T. Townley, Priscilla Lansing Sanderson, Adrianna J. Kezar, Alexandria National Association of State Directors of Special Education, and Christie Lum.
(1999). Electronic Reference Service. SPEC Kit 251, SPEC Kit. The goals of this SPEC Kit were to report on the extent to which ARL (Association of Research Libraries) libraries provide electronic reference services and to offer a snapshot of the types of users reached, questions received, policies established, data-gathering techniques utilized, and innovations implemented. The first section of the kit provides an executive summary, a copy of the tabulated results from the questionnaire, and a list of responding institutions. Representative documents include: electronic reference World Wide Web sites from the University of Arizona, Brown University (Rhode Island), University of California-Irvine, Case Western Reserve University (Ohio), University of Colorado, University of Connecticut, Dartmouth College (New Hampshire), Indiana University, University of Maryland, Massachusetts Institute of Technology, University of Miami (Florida), University of Michigan, Michigan State University, University of New Mexico, University of Pennsylvania, Temple University (New Jersey), Yale University (Connecticut), and York University (Canada); and electronic reference policies, reports, and statistics from Columbia University (New York), the University of North Carolina, the University of Waterloo (Canada), and Yale University. Contains selected resources, including books, journal articles, Web sites, and listservs. [More] Descriptors: Academic Libraries, Electronic Libraries, Foreign Countries, Higher Education
(1999). Title IX Program Evaluation: Corresponding with FY 98 Application for Grants. Albuquerque Public Schools, 1997-98. Title IX and Johnson O'Malley services were provided to 1,495 Native American students at 10 Albuquerque (New Mexico) elementary, middle, and high schools and the Homework Center during the 1997-98 school year. The five goals of the Title IX program were to provide: (1) intervention assistance for students, in which students, parents, and staff set goals in areas such as attendance and behavior problems; (2) tutoring assistance, which focused on language arts and math at the elementary level and added science and social studies at the secondary level; (3) student participation in cultural, social, or academic activities to promote good citizenship, community service, and personal responsibility; (4) parent participation in cultural, social, or academic activities, promoted through announcements in newsletters, letters sent home with students, and announcements at parent meetings; and (5) professional development in sensitive cultural issues that impact Native American student performance. In intervention and tutoring assistance, each school level surpassed its goal. The homework center was most effective, followed by assistance at the middle and elementary school levels. Students reported 99.5 percent of the time that the social, cultural, and academic activities were beneficial. Because of low survey response rates, parent participation was difficult to evaluate, but 88 percent of the 18 respondents thought the activities were beneficial to students. Ninety-eight percent of respondents thought that the professional development was somewhat beneficial. [More] Descriptors: Academic Achievement, American Indian Education, American Indian Students, Cultural Awareness
(1999). Who's Minding the Children: Juvenile Violence in the United States & What School Leaders Can Do about It. This paper presents a theoretical and historical treatment of juvenile violence in the United States, examines some current data on juvenile violence in and out of schools, and discusses the implications for educational leadership policy decisions. Sociological and social-psychological theories have tried to explain the intensifying violent behaviors exhibited by youth in America. Although theorists advance various explanations for youth violence, it is generally recognized that community-wide approaches of collaboration and partnerships will be necessary to check the rapid rise of youth violence across the United States. A total community approach would stress prevention and intervention with followups. Some interesting initiatives around the country might provide exemplary programming for communities. Several examples are described, focusing on activities in Texas, New Mexico, and New York. When programs of this sort are established throughout the United States, the answer to "Who's minding the children?" will be "We all are." An appendix lists 53 model programs with contact information. (Contains 32 references.) [More] Descriptors: Adolescents, Behavior Patterns, Delinquency, Elementary Secondary Education
(1999). Higher Education Trends (1997-1999): Program Evaluation. ERIC-HE Trends. The amount of literature on program evaluation decreased in 1996, continuing a trend begun in the late 1980s. One exception to this is the literature on assessment. Another frequent issue is the technique of evaluation. Many examples of research on evaluation are from international settings, where accountability and evaluation appear to be integrated into institutional systems. Student learning and satisfaction with services tend to be the focus of evaluation and assessment. An exception to the trend away from systemic evaluation is a paper by Aquirre and Hawkins, "Why Reinvent the Wheel? Let's Adapt Our Institutional Assessment Model," which describes an integrated assessment and strategic planning process designed to comply with accountability requirements at a community college in New Mexico. Most evaluation studies occur as students leave school or after they have graduated, and it would be helpful to have more evaluations while students were still in school. Some articles suggest ways to improve the process of evaluation. One area where research on evaluation is prevalent is research on new or nontraditional academic experiences, such as first-year seminars or bridge programs, experiential learning, and distance education. Some evaluation focuses specifically on faculty members, exploring the quality of teaching and research. Research on staff members' impact on student learning or experience is minimal. (Contains 12 references.) [More] Descriptors: Accountability, Course Evaluation, Educational Assessment, Educational Research
(1999). Unified Education System: From Implementation to Evaluation, 1997-98. In 1995, the Albuquerque (New Mexico) school district devised a plan to merge special education, cross-cultural education, Indian education, and Title I with the general education program, designated the Unified Education System (UES). Considering the abrupt implementation of UES in the first year and subsequent confusion regarding staff positions and roles, an evaluation was conducted at the administrative level during the third year of implementation. Thirty-seven assistant superintendents, operational staff, management in special services, other administrators, and program support specialists participated. Findings indicate that five of the six components necessary for change–vision, necessary context, decision making, skills, and action plans–were well recognized by respondents. There was surprising unanimity of vision for the future of UES. Recognition of the importance of interpersonal support was evidenced by efforts to build esprit de corps and recognize individual achievement toward UES. Respondents acknowledged the importance of dispersed decision making in facilitating large-scale buy-in of UES. Respondents valued people skills as a means of efficiently distributing specific expertise to those needing support. Respondents reported frustration that implementation of instructional improvement at the school level came out of teachers' existing schedules and personal time, and that collaboration time was lacking at the classroom level. Nevertheless, respondents readily discussed action plans that may ensure continued progress towards UES. An appendix presents survey questions and planning matrix. [More] Descriptors: Administrator Attitudes, American Indian Education, Bilingual Education, Change Strategies
(1999). Real, Relevant, Meaningful Learning: Community-Based Education in Native Communities. The Community-Based Education Model (CBEM) at Santa Fe Indian School (SFIS) in New Mexico was studied to determine the elements that contribute to its success and that may be replicated in other community education projects. The CBEM engages students and tribal communities in issues related to their environment, natural resources, and health in an attempt to stimulate high school student interest and motivation in math and science. CBEM is a partnership among students, SFIS, the Pueblo community, business, and government that meets the request of the Pueblo governors to educate students in the skills needed in the outside world and in their own traditions. Pueblo students are learning mainstream skills (math and environmental science), and they are interacting with mainstream organizations. Their work is rooted in the Pueblo community through local field experience programs on water quality, and connections are made to Pueblo culture through Pueblo community members. Program strengths include a committed, knowledgeable, energetic staff that shares a common educational philosophy supported by educational research and Pueblo ideas; a program that is responsive to Pueblo culture, traditions, and needs; cutting-edge technology available for student and community use; increased student motivation to learn environmental science; networks between Native and mainstream science and technology organizations; and excellent documentation of the process behind the model program. Recommendations for program improvement and replication are listed. (Contains 21 references, a table displaying CBEM themes, and figures depicting the model.) [More] Descriptors: American Indian Education, Culturally Relevant Education, Educational Philosophy, Environmental Education
(1999). Student Career Awareness Network at L. B. Johnson Middle School: 1997-98 School Year Evaluation. The Student Career Awareness Network (SCAN) at L. B. Johnson Middle School, New Mexico, seeks to target a wide range of students with differing abilities while incorporating School-To-Career's philosophy of instruction. SCAN uses work-related experiences such as project-based assignments, applications-based instruction, hands-on experience, and working in teams. The philosophy targets the needs of low-achieving students, English language learners, the economically disadvantaged with mild to severe disabilities as well as the gifted, and a broad range of students with no identified disabilities. In this evaluation of the first year of program implementation, general education students from five classes of a social studies teacher participated in the program. Two classes received the full SCAN program, two other classes received sensitivity/employability training only, and a fifth class had no particular focus on work education. The evaluation showed that the program followed the proposal very closely. The SCAN program increased the motivation of special education students and may have given both special and regular education students a more realistic view of the work place as evidenced by their change in motivation for school subscale scores. The program appeared to enhance the interactions between special and regular education students. Some plans for the SCAN program in subsequent school years are outlined. Appendix A lists program goals, and Appendix B is an essay titled "Classroom Assessment of Attitude Change" by Kristen Cruser and Shelly DeAbreu. (Contains 22 references.) [More] Descriptors: Career Education, Disabilities, Disadvantaged Youth, Job Skills
(1999). Managing the Licensing of Electronic Products. SPEC Kit 248 and SPEC Flyer 248. This SPEC (Systems and Procedures Exchange Center) Kit and Flyer reports results of a survey that examined how ARL (Association of Research Libraries) member libraries have organized the licensing of electronic products and how they approach the associated problems. Forty-four of the 122 ARL member libraries responded to the survey. Results are summarized in the areas of personnel, educating users and staff, record keeping, terms of agreement, collection development impact, and satisfaction levels. A copy of the questionnaire with responses is provided. Representative documents include: (1) position descriptions from the University of Texas, Library of Congress, and University of Connecticut; (2) training documents from the University of Minnesota, University of Connecticut, and University of Washington; (3) forms and checklists related to licensing and contracts from the University of New Mexico, Ohio State University, University of Washington, University of Connecticut, and University of Minnesota; and (4) examples of standard contract language from the University of Pennsylvania, University of Washington, and University of Connecticut. A list of 45 selected book, journal, and web site resources is included. [More] Descriptors: Academic Libraries, Contracts, Higher Education, Information Technology
(1999). Strategies on Successful Independent Living Services for American Indians with Disabilities: A Research-Dissemination Final Report. This report describes a project to promote independent-living outreach services that are culturally relevant for American Indians and Alaska Natives with severe or significant disabilities. A pilot training workshop conducted in Aztec, New Mexico, focused on the importance of service providers understanding American Indian culture and on independent-living strategies for outreach. At the close of the workshop, participants developed Blue Print for Action Plans. Progress outcomes were measured by a 1-month, 3-month, and 6-month evaluation of each action plan and its efficacy. Evaluations described completion of action plan steps, resources used, any revision of steps, barriers encountered and how they were overcome, and exciting aspects of the action plan. Evaluation results revealed that 43 percent of participants had to revise their action plans because of barriers associated with "finding American Indian consumers" due to isolated areas of the reservation and cross-cultural communication problems. A common solution to these barriers was "persistence in outreach services." Results indicate that 44-56 percent of participants who used the pilot training workshop methods for over 6 months increased their level of independent-living service delivery to American Indian clients. Appendices include the workshop agenda, evaluation forms for the workshop and action plans, handouts, a timeline, and the project advisory committee. (Contains 18 data tables and figures.) [More] Descriptors: American Indian Culture, American Indians, Cross Cultural Training, Cultural Relevance
(1999). A Review and Analysis of the Ayurvedic Institute's Ayurvedic Studies Program. The Ayurvedic Institute, which has been licensed as a private institution of higher education in New Mexico since 1994, offers training in the traditional therapy of East Indian Ayurveda, which includes the use of herbs, nutrition, panchakarma cleansing, and accupressure massage. The institute also offers training in the related disciplines of Ayurveda: Sanskrit, Yoga, and Jyotish (Vedic astrology). The institute's Ayurvedic studies program, which is the foundation of all its educational programs, consists of three academic courses: "Introduction to Philosophy and Theory of Ayurveda,""Introduction to Clinical Assessment," and "Introduction to Management of Disorders." Together, these courses entail approximately 700 hours of classroom instruction over 1 academic year and culminate in a certification of program completion. The courses are based on the Vedic educational model, which is based on using the self and a complete understanding of the self to transfer knowledge from teacher to student and which involves the use of practical examples, ceremonies, and stories. According to the institute's assessment criteria, which are described as a "blend of approximately 50% quantitative and 50% qualitative program analysis," its programs are successful in helping students who want to reach the goal of making Ayurveda a way of life. (Contains 10 references.) [More] Descriptors: Accreditation (Institutions), Adult Education, Cultural Education, Educational Objectives
(1999). User-Focused Strategic Services for Technological University Libraries. This paper describes the New Mexico State University (NMSU) Library's strategic plan to develop its services amid an atmosphere of change. A summary of the following components of the strategic plan is given: vision; mission; values; and goals. The revised organizational functions are then illustrated, as well as the role of the selector-liaison developed to implement user services emerging from the strategic plan. The paper then focuses on the Library's plans to continue to develop a cooperative user-centered culture. Discussion includes: market research efforts; research collection development; funding; the library's home page and catalog; range of reference services; instructional initiatives; the knowledge infrastructure; and collaborations with academic departments. Finally, some challenges are outlined from the Library Strategic Plan: (1) user-focus drives decisions; (2) cooperative philosophy creates a responsive and flexible organization; (3) appropriate technology serves the user; (4) collaboration fuels development; (5) risk-taking and leadership at all levels inspire innovation; and (6) teaching and outreach cultivate information/knowledge consumers. (Contains 10 references and 2 figures.) [More] Descriptors: Academic Libraries, Higher Education, Library Collection Development, Library Development
(1981). New Mexico Writing: A Statewide Sample. This report contains information on the 1980 Basic Skills Assessment Writing Sample that the New Mexico State Department of Education administered to over 1,000 tenth grade students. Sections of the report provide the following information: (1) background data and an explanation of holistic scoring, which was used in the assessment; (2) illustrations of student performance on the four writing tasks (an application form, a business letter, an abbreviated message/announcement, and a reminiscence essay), including both well-written and poorly written student work to explain scorers' ratings; (3) a note on making pass/fail decisions after the writing samples had been rated; and (4) the implications of student writing performance for teaching that resulted from the assessment. Appendixes contain a discussion of the organization/procedures of the scoring process, and a summary of statistical data from the 1980 assessment. Descriptors: Educational Assessment, Evaluation Methods, Grade 10, Holistic Evaluation
(1999). A Guide to State Laws and Regulations on Professional School Counseling. Professional school counselors are required by law and/or regulation in every state to obtain a state-issued credential in order to be employed in public schools. In some states, this credential is called "certification"; others term it "licensure" or "endorsement." This guide provides two charts and information introducing and explaining each. The first chart summarizes the requirements and qualifications needed to obtain school counseling credentials in each of the 50 states and the District of Columbia. This chart provides information on educational, experience, and examination requirements, reciprocity, and background checks. It tells which states mandate counseling, at which grade level (K-8 or 9-12) it is mandated, the counselor to student ratio, the source of the mandate, who funds the mandate, and whether or not a mandate is being considered. Examples of state mandates from Georgia, Louisiana, New Hampshire, New Mexico, and South Carolina are provided. Statements from the American School Counselor Association explain the role of school counselors and comprehensive school counseling programs. [More] Descriptors: Background, Comprehensive Guidance, Comprehensive Programs, Counselor Certification
(1999). United States and Mexican State Directors of Special Education: Information Exchange Meeting, February 7-9, 1999. Proceedings Document. Final Report, Deliverable-Task 2-3.1b. This proceedings documents a meeting designed to allow state directors of special education to exchange information about the special education systems in Mexico and the United States, to discuss common issues and concerns related to the provision of educational services for children and youth with disabilities, and to establish collegial relationships with state directors in another country. The meeting was attended by state directors of special education from the Mexican border states of Baja California, Baja California Sur, Chihuahua, Coahuila, Nuevo Leon, and Sonora, and the U.S. border states of Arizona, California, Florida, New Mexico, and Texas. Presentations included an overview of special education in Mexico and the United States, special education professional associations in the United States, technical assistance to the states in the United States, and instructional consideration for Spanish-speaking students in Mexico and the United States. In addition, there were state presentations on characteristics and issues pertinent to education in the 11 participating states. Participants also discussed the following topics: charter schools, services in rural areas, working with indigenous populations and cultural/language differences, and transition from school to work. Appendices include a participant list and a meeting agenda. [More] Descriptors: Charter Schools, Comparative Education, Cross Cultural Studies, Cultural Differences
(1999). Systemic Change in Higher Education. Western Policy Exchange Project. The Western Policy Exchange Project is designed to help states assess the implications of environmental changes on their own higher education system. In roundtables and policy workshops, six Western states–Idaho, Montana, New Mexico, South Dakota, Arizona, and Washington–looked for evidence of systemic change and proposed the following five hypotheses about how states change in purposeful ways: (1) changing the performance of state higher education systems requires coordinated leadership from elected and appointed officials, gubernatorial support, and a framework that involves public and private partnerships; (2) reliable and credible information about constituency needs is a prerequisite to establishing priorities that extend beyond problem-fixing; (3) development of consensus among key stakeholders about the nature of performance gaps and the most promising strategies for addressing them is critical; (4) to achieve purposeful and consistent change, incentives and disincentives in the state policy environment must support state priorities; and (5) to achieve purposeful and consistent improvement in performance of higher education systems, a statewide agency must be charged with collecting information about needs and performance and with using that information to build consensus about needed change. (Contains 23 references.) Descriptors: Change Agents, Change Strategies, Educational Change, Educational Environment