This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Fred McDonald, Larry J. Kellogg, Joyce S. Pollard, Shaun E. Lester, Marsha Grace, Sandra M. Abernathy, Renato Espinoza, Josie Fania, George Perreault, and Susan Tanner Holderness.
(1991). A Survey of the Instructional Reading Practices of New Teachers in Three States. A study investigated the ranking by first-year teachers of how much support instructional practices in reading received by universities, administrators, colleagues, and parents. Subjects, 110 new teachers in Texas, Colorado, and New Mexico, completed the survey. Results indicated that administrators, colleagues, and parents encourage use of basal readers, workbooks, and writing activities while universities encourage language experience, writing activities, learning centers, and free, silent reading. Anecdotal data that 19 teachers submitted on the backs of their surveys reinforces the conclusion that a disparity existed between teachers' training programs and their schools' expectations in the area of reading instruction. The anecdotal data also revealed the full range of pleasure and pain associated with making the transition from student to professional in the field of education. (The entire text of the teachers' comments is included; the survey instrument is attached.) [More] Descriptors: Administrator Attitudes, Elementary Education, Higher Education, Inservice Teacher Education
(1984). Monitoring Students' Academic & Disciplinary Progression. This document outlines the objectives and procedures of a program at a New Mexico school district whose purpose is to enable school personnel to systematically monitor students' academic and disciplinary progression. The objectives of the program are to diagnose academic or disciplinary problems and prescribe remedies, to establish an oncampus screening process, and to facilitate home-school communication. The program is based on individualized folders that consolidate each student's academic and disciplinary progression information for review by the professional staff. The outline is subdivided as follows: (1) program objectives, (2) student progression folders (contents), (3) infractions that earn demerits, (4) action taken for demerits, (5) disciplinary referrals, (6) disciplinary flow charts, (7) prescreening committee at school level–collecting data, (8) campus screening committee–possible members, (9) district staffing committee referral procedures, and (10) a flow chart of campus screening committee activities. Descriptors: Academic Records, Administrative Policy, Discipline Policy, Educational Diagnosis
(1993). An Evaluation of Library Services for Spanish-Speaking Communities in Selected Western Public Libraries. To ascertain whether libraries are providing materials, services, and programs to their Spanish-speaking communities, a 26-item questionnaire was mailed to 37 public library directors in Arizona, Colorado, New Mexico, and Utah. Thirty-one completed questionnaires were returned, yielding a response rate of 81%. The majority of libraries were found to be providing materials, services, or programs to some degree, as well as some Spanish language reference service. They also conducted community needs assessments, had identification aids to access Spanish collections, made efforts to attract nonusers, worked with community organizations, utilized resource sharing, and made efforts to recruit bilingual staff. Libraries were found to be lacking in the provision of printed forms in Spanish, bilingual staff at service desks on a consistent basis, additional salary for bilingual staff, bibliographical instruction in Spanish, and library decor which reflects the cultures of Spanish-speaking groups. A summary of questionnaire responses is included in the appendix. (Contains 44 references.) [More] Descriptors: Library Collections, Library Services, Library Surveys, Minority Groups
(1989). Educational Choice–Thinking It Through. Insights on Educational Policy and Practice Number 8. Before charging blindly into the issues of implementing educational choice programs, states and local districts need to stop and think about direction for efforts to improve and restructure education. Recent research shows that the most successful choice systems are tailored to their community's needs. Among the plans that have been implemented are alternative schools, charter schools, and magnet schools. Variations in the impacts of these programs on students suggest that many factors affect how school choice systems "play out." When developing policies to implement choice systems, policymakers should consider elements of context (demographics) and organizational traits of the schools involved (school climate). In making decisions about systems of choice, questions to be raised include: What are the goals for education in one's state? and What are the costs related to systems of choice? Examples of legislation on choice in Arkansas, Colorado, Louisiana, New Mexico, and Oklahoma are included. (15 references) [More] Descriptors: Change Strategies, Educational Strategies, Educational Trends, Elementary Secondary Education
(1988). Five Case Studies for Youth-at-Risk Project. Research Report No. 88-11. The five case studies in this volume concern at-risk youth. Disadvantaged youth programs in different states were studied by different authors: (1) Albuquerque, New Mexico (Richard Mendel); (2) Baltimore, Maryland (Edward C. Lorenz); (3) Hartford, Connecticut (Richard Funkhouser and Delsie Gandia-Fabian; (4) Oakland, California (David Snedeker); and (5) Philadelphia, Pennsylvania (Richard deLone). All five case studies report the following: (1) a general concern about high dropout rates; (2) a discussion of model programs; (3) a large proportion of youth at risk because they are not progressing in career and life educational activities; (4) grades five through eight proving to be educationally more effective than grades seven through nine; (5) a need to increase career education and career development programs and to provide remedial education to all students; and (6) reevaluation of funding and legislation for urban education at all levels. [More] Descriptors: Basic Skills, Career Development, Career Education, Case Studies
(1994). The Self Administered Inventory of Learning Strengths for College Students. Understanding how they learn best is important for beginning and returning college students. This self-awareness can assist students in developing their classroom learning, study skills, and instructional habits throughout their college careers. For this reason, a quick, inexpensive learning style inventory appropriate for college populations was constructed to aid them in understanding their learning strengths. The Self Administered Inventory of Learning Strengths (SAILS) was constructed as an alternative to traditional learning style inventories, which have some problems. The instrument, its rationale, and proper uses are described. The developed inventory assesses learning styles in the domains of visual, auditory, and kinesthetic preferences. The test has been piloted in several New Mexico community colleges and universities. Results have established that it is easily self-administered and provides useful information for college students. The inventory is attached. (Contains 10 references.) [More] Descriptors: Aural Learning, Cognitive Style, College Students, Feedback
(1983). Special Education Needs of Regular Education Administrators. The ability of principals to evaluate special education teachers is an area of concern due to the principals' lack of training or experience in special education. Available research findings clearly indicate the need for training of principals in special education concerns. A statewide survey of principals was conducted to determine their levels of knowledge and needs in special education. A total of 616 questionnaires was sent to New Mexico principals; 12.7 percent responded to the mailing. Responses were examined to determine geographical location and school level. Knowledge level and need for training were compared to determine if a significant difference existed. Some findings include: rural principals appear more interested than urban principals in special education training workshops, and secondary principals appear to be less interested than elementary principals in special education workshops. A list of references, a description of the workshops, and the questionnaire are included with the paper. Descriptors: Administrators, Elementary Secondary Education, Inservice Education, Management Development
(1992). Factors Related to the Recruitment and Retention of Professionals from Specialized Disciplines. A survey was developed to identify critical factors in job selection and retention for speech/language pathologists, physical therapists, and occupational therapists. The survey was completed by 455 New Mexico professionals in these disciplines. A principal-components analysis identified six factors that were important in career decisions: (1) opportunities for professional development/advancement; (2) professional relationships and program philosophy/environment; (3) salary and prestige; (4) types of clients and caseload; (5) flexibility in work schedule; and (6) job location and benefits. All disciplines agreed that professional relationships and program philosophy/environment were most important, followed by the geographical location and benefits of the position. The least important factor was salary and prestige. Some discipline-specific differences were revealed. Implications are noted for recruitment and retention efforts of programs who hire professionals from these disciplines. [More] Descriptors: Career Choice, Career Development, Decision Making, Disabilities
(1986). A Report to the Network and a Request for Assistance, Parent-Involvement Update. Proceedings of a regional Parent Involvement Network teleconference in which nine citites in the Southwest Educational Development Laboratory's (SEDL) five-state region (Texas, Louisiana, Arkansas, New Mexico, and Oklahoma) plus Lincoln, Nebraska, participated are highlighted in this summary report. Participants from each state reported on concerns unique to that state, and the SEDL representative discussed future SEDL activities, with a focus on partnership development. Some concerns common to the states include funding, changing attitudes, clarifying and expanding parent roles, and enhancing statewide and community support. Also included are a list of participants, statements of critical issues, lists of parent involvement contacts in each state, and informational forms for identifying parent involvement programs. [More] Descriptors: Elementary Secondary Education, Information Networks, Networks, Parent Participation
(1990). The Politics of State Educational Policymaking: Usefulness of the Kingdon Model. Controversy surrounding the definition of the gifted student, as enacted through New Mexico's Public School Reform Act of 1986 (S.B. 106) is examined in this study. The Kingdon decision-making model is applied to examine the reasons for the persistence of the policy definition of "gifted," despite continuing controversy. The summary discusses the usefulness of the model for education at the micro level and for explaining how issues are defined as significant. Changing the policymaking process requires problem identification and awareness, the existence of viable alternatives, timing, and the presence of an advocate network. A conclusion is that the key to understanding policy change is the discovery of factors for an idea's acceptance and institutionalization. One figure is included. (19 references) Descriptors: Academically Gifted, Decision Making, Educational Policy, Elementary Secondary Education
(1994). Reauthorization of the Technology-Related Assistance for Individuals with Disabilities Act. Hearing before the Subcommittee on Select Education and Civil Rights of the Committee on Education and Labor. House of Representatives, One Hundred Third Congress, First Session (June 10, 1993). This text of a hearing on the reauthorization of the Technology Related Assistance for Individuals with Disabilities Act of 1988 addresses such issues as clearer standards of accountability, establishment of low-interest loan programs for consumers, increased assistive technology training, outreach to minority populations, dissemination of information across State lines, and continued development of assistive technologies. The text contains delivered statements by representatives of the United Cerebral Palsy Association, the New York State Department of Education, the North Carolina Assistive Technology Project, the New Mexico Technology-Related Assistance Project, the Office of Special Education and Rehabilitative Services, the Office of Management and Budget, and the National Institute on Disability and Rehabilitation Research. Additional prepared statements and supplementary materials are included from the Electronic Industries Association Consumer Electronics Group and Congressional representatives Harris W. Fawell (Illinois) and Major R. Owens (New York). [More] Descriptors: Accessibility (for Disabled), Accountability, Assistive Devices (for Disabled), Disabilities
(1993). IQ and the Death Penalty: Verifying Mental Retardation. Whether or not subjects can simulate mental retardation, a consideration that has implications in criminal cases, was studied using 21 adult Caucasian males between 20 and 30 years of age, largely comprised of students and staff employees of the University of New Mexico. Subjects were asked to give genuine and simulated responses to two major test batteries of intelligence, the Stanford Binet Fourth Edition and the Wechsler Adult Intelligence Scale Revised. Individual subjects did not appear able to simulate mental retardation consistently on both subtests and achieve statistically similar results. Latency times for simulating appeared to be significantly longer than latency times for genuine responding. Findings further suggested that genuine responses will yield similar scores on both subtests. Qualitative data suggest that it is more difficult to simulate mental retardation than to give genuine answers. Implications for participants in the criminal justice system may be significant, particularly for defendants accused of falsifying a test. Fourteen tables present study data. (Contains 145 references.) [More] Descriptors: Adults, Capital Punishment, Crime, Criminals
(1989). "Guidelines" for Restructuring the System. Insights on Educational Policy and Practice, Number 14, Insights on Educational Policy and Practice. School restructuring requires the critical assessment of all aspects of the educational system, including the goals of schooling; organization and management at the local, district, and state levels, curriculum; instruction; roles and responsibilities of educational personnel, students, and parents; school finance; and education regulation and control. However, recognition of the need for restructuring is accompanied by discouragement due to a scarcity of guidelines for implementation. Guidelines developed by a diverse group of New Mexico educators are provided in this educational policy bulletin, with a focus on identification of goals; delineation of roles and authority; and recommended actions at the school, district, and state levels. Eight questions with suggestions for possible courses of action are presented. [More] Descriptors: Change Strategies, Decentralization, Decision Making, Elementary Secondary Education
(1990). Teaching Internships: A Flexible Solution for Emerging Problems. This paper differentiates between student teaching, beginning teacher induction, and internship programs by defining an intern as "an uncertified teacher on a limited contract with reduced teaching responsibilities and increased supervision and support." Recent literature dealing with induction programs is examined briefly and a model internship program in operation at New Mexico Highlands University is described. The distinguishing characteristics of the model are that it is a flexible, site-initiated program for undergraduate students and that it works in close cooperation with school districts. Internships are provided both for in-place district personnel and the university's resident undergraduate students. Factors to be considered in arranging appropriate sites include: the teaching situation; availability of mentors; orientation procedures; supervision; on-site training; and contract terms. Program benefits to interns, school districts, and state departments of education are discussed. [More] Descriptors: College School Cooperation, Contracts, Elementary Secondary Education, Higher Education
(1983). R & D Speaks: Effectiveness of Microcomputers in Educational Applications. Conference Proceedings (Austin, Texas, September 27-28, 1983). An invitational conference was convened to examine the use of microcomputers in public school education. Conference presentations summarized in this document offer overviews of instructional computing and discuss software development and evaluation, classroom and laboratory applications, and policy matters regarding software and hardware selection. Other presentations investigate the applicability of actual software in the areas of mathematics and science, special education/special needs, and teacher performance evaluation. In the concluding session, representatives from each participating state department, region, district, and school were invited to discuss the use of computers as educational tools in their respective states; paragraph-length statements report microcomputer futures and options in Arkansas, Louisiana, Mississippi, Oklahoma, New Mexico, and Texas. [More] Descriptors: Computer Assisted Instruction, Educational Innovation, Elementary Secondary Education, Microcomputers