This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include John G. Corbett, Bill P. Acrey, Osman Alawiye, Austin. Migrant and Preschool Programs. Texas Education Agency, Sheila C. Murphy, Bakersfield Kern County Superintendent of Schools, Marian Stearns, NM. Albuquerque Public Schools, Elizabeth J. Case, and Isabel Bearman-Bucher.
(1982). NMSU Foreign Student Perceptions: A Transactional Evaluation. A transactional evaluation of how foreign students at New Mexico State University feel about the quality of their education, and their relationship with the faculty and peers, was undertaken. The survey questions focused on faculty and staff, peer relations, textbook quality, and coursework relevancy toward academic achievement. Foreign students' views include the following: after an overt, initial effort by the foreign student, most American students are receptive and friendly; American students are uneducated about other countries; the quality of textbooks is good; and courses are useful. Study recommendations include the following: planned social activities are needed to introduce faculty and staff to foreign students; and elementary and secondary school social studies programs should be evaluated to determine whether they adequately cover other countries. A questionnaire and responses to each item are appended. [More] Descriptors: Acculturation, Course Evaluation, Foreign Students, Higher Education
(1986). P.L. 94-142 Instructional Travel Program, 1985-86 Evaluation Report. The study investigated the effectiveness of providing instructional travel monies (e.g., field trips) to severely handicapped students in the Albuquerque (New Mexico) Public Schools. Interviews, record reviews, and survey research were undertaken to evaluate the impact of the program on students and on the instructional program. Fifty-two field trips were conducted, primarily for purposes of reward or reinforcement, connections with specific goals on students' individualized education programs (IEPs), and as culminating activities for particular study units. Principals, special education administrators, and special education teachers surveyed reported the activities had positive impacts on IEPs, on students' social development, and on instruction. More than 85% of those surveyed agreed or strongly agreed that the program should continue to receive P.L. 94-142 (the Education for All Handicapped Children Act) funds. [More] Descriptors: Administrator Attitudes, Elementary Secondary Education, Field Trips, Individualized Education Programs
(1982). Classroom Ideas-Winter 1982. Primary Edition. One of a series of activity guides designed to aid teachers in developing the thinking skills of primary grade students, this publication offers a variety of learning activities and resource materials. The activities and resources include: a calendar which lists important days and birthdays in December, January, and February; poems; word puzzles and other puzzles; a flannelboard story; art activities; an exercise in following directions; language arts activities; mathematics activities; activities related to telephones; and "sponge" activities for times when there are a few spare minutes in the day. Many of the activities have a theme related to winter holidays (especially Christmas) or to Mississippi, New Mexico, and Oregon (the "states of the month"). An index lists the activities in four categories related to thinking skills from Guilford's Structure of the Intellect model: cognition, memory, convergent production, and divergent production. Descriptors: Art Activities, Class Activities, Cognitive Development, Language Arts
(1977). Validation of State Counts of Handicapped Children. Volume I–Procedures for Validating State Handicapped Child Counts. The report discusses issues regarding the validation of the child count data prepared by states to comply with P.L. 94-142, the Education for All Handicapped Children Act. It also proposes a validation procedure to assure the accuracy of the counts. The validatiion process is conceptualized, and steps in conducting an adequate state census are outlined. The design of a validation system is proposed, with the role of federal (Bureau of Education for the Handicaped-BEH) and state authorities discussed. Current child count procedures used in Washington, New Mexico, Mississippi, Georgia, and Illinois are described in terms of organization, techniques, and data collection. Recommendations are made for BEH technical assistance. Included in two appendixes are a paper by W. Madow,"Sampling Plan for Post-Censal Survey of LEA Counts of Handicapped Students" and a discussion of subsampling. Descriptors: Disabilities, Elementary Secondary Education, Federal State Relationship, Handicap Identification
(1987). Assessing the Impact of Teacher Induction Programs: Implications for Program Development. This study on induction practices analyzed data collected from collaborative research on more than 150 beginning teachers in Colorado, Kentucky, Michigan, New Mexico, North Carolina, Oregon, Texas, and West Virginia. This paper documents and describes the organization, structure and activities of eight induction programs; identifies and discusses similarities and differences of specific induction practices across sites; reports what beginning teachers perceive to be the effects of these practices on their teaching and professional development; identifies those areas related to teacher induction that beginning teachers nominate as needing additional attention; and examines and discusses the implications of these findings for future program development. Background information on the collaborative study and a list of the research questions used in the study are presented. Following an analysis of the study findings, the paper concludes with a section discussing the program development implications derived from the findings and proposing a new model for developing induction programs. Charts and references are included. [More] Descriptors: Beginning Teachers, Elementary Secondary Education, Inservice Teacher Education, Program Development
(1986). P.L. 94-142 C-Level Aide Program, 1985-1986 Evaluation Report. The effectiveness of using 75 aides in special education classrooms in Albuquerque, New Mexico, was evaluated in terms of impact on students, classrooms, and staff. Interviews, record reviews, and survey research were used to collect data. Findings revealed that aides were perceived as having a positive impact on the children through more individualized instruction, as well as emotional and academic support. Program and teacher impact included greater planning and preparation time and emotional support for teachers. In addition, administrators and teachers felt that the aides increased program effectiveness and positively affected staff morale and interaction. There was a need for clarification of aides' roles with mainstreamed students. Staff voiced a need for inservice on better using the aides, improving communication between teachers and aides, and helping the aides work with students with various types of handicaps. [More] Descriptors: Disabilities, Elementary Secondary Education, Individualized Instruction, Paraprofessional School Personnel
(1982). Navajo History to 1846: The Land and the People. This textbook for high school, college, or adult readers covers major areas of Navajo history from prehistoric times to 1846 from the Navajo point of view. A brief description of pre-Navajo cultures including the Hohokam, Mogollon, and Anasazi precedes the more detailed history of the arrival of the Navajo and contact with the Pueblo peoples. History of contact with the Spanish, the missionary period, and Mexican rule is detailed and descriptions of economic, social, and cultural, aspects of the Navajo are included. The text concludes with the takeover of the Province of New Mexico by American troops in 1846. Footnotes and 31 black and white drawings, photographs, and maps amplify the text. An 86-item bibliography of books and articles and a subject index are appended. Descriptors: American Indian Culture, American Indian History, American Indian Studies, Cultural Awareness
(1983). Dinetah: Navajo History. Volume II. Using archaeological data, written chronicles of Spanish explorers and missionaries, and oral narratives and legends, the book traces the history of the Navajo people to their original homeland, Dinetah, located primarily off the present reservation in an area south and east of Farmington, New Mexico. The book discusses various theories on Navajo entry and time of arrival into the region and presents an argument for a Navajo arrival date in the Southwest of 1300 A.D. or earlier. The book emphasizes the cultural-historical significance of the area and the importance of protecting the region as a natural and sacred tribal resource. The book includes an extensive section of photographs of Dinetah Navajo rock art and material culture from the Blanco, Delgadito, Crow, and Palluchi canyons and a 214-item list of references. The second in a series of three, the book is intended to supplement a Navajo Studies program at Rough Rock Demonstration School, Arizona. [More] Descriptors: American Indian Culture, American Indian Education, American Indian History, American Indians
(1983). A Directory of Secondary Summer Migrant Programs. A 1983 directory of secondary summer migrant programs, intended for homebase local information agencies, contains information on programs in 15 states. Listings by states give the name, address, and telephone number of the person in charge of the state's migrant education programs, then provide information on individual programs, including district, school site, site director and telephone number, home visitor and telephone number, opening and closing dates, whether food/transportation are included, and a section for comments. The comments section gives specific information on hours, courses offered, and credit. Washington lists 11 programs; Colorado 10; Illinois and Minnesota 9 each; and Michigan, Oregon, and Wisconsin 7 each. Ohio provides four programs; Idaho, Indiana, New York, and Wyoming three apiece; and Arizona, Montana, and New Mexico one each. The address and telephone number of the Texas Migrant Interstate Program are included for those wishing additional information. Descriptors: Migrant Education, Migrant Programs, Personnel Data, Program Content
(1988). Colleges of Education/Arts and Sciences and Local School Districts: Collaborative Efforts. The New Mexico State University Teacher Intern Program provides for 20 beginning teachers to receive half the salary of a beginning teacher for one year and to complete a 32 credit Master's Degree program in two summers and one academic year. Ten master teachers from participating school districts assist the interns in becoming successful teachers and action researchers. These teachers also teach undergraduate methods courses and supervise student teachers. In addition, arts and sciences faculty and honors undergraduate students join the research teams. The Colleges of Education and Arts and Sciences provide matching funds to support research projects. This overview of the program lists examples of research topics chosen by the 1987-88 interns and describes 11 unique field experiences available to the program participants. [More] Descriptors: Action Research, Beginning Teachers, College School Cooperation, Cooperative Programs
(1986). Youth Leadership Evaluation Report 1985-86. The Youth Leadership Program (YLP) has been in operation in schools throughout Albuquerque and the State of New Mexico for four years. Students selected for the program represented two groups: high risk, or negative, leaders; and positive leaders. The program established situations in which pupils from both groups could work together in individual and group activities toward common goals. This evaluation is based on interviews and surveys of students, parents, school staff, and administrators. It attempts to measure particular students' self-esteem and sense of control over their lives. Responses show the YLP has been highly successful in helping students gain self-confidence and a sense of belonging and involvement. Participants and their parents were enthusiastic about the program. Students made friends more easily. Teachers and principals noted an increased awareness of others' feelings, as well as improved behavior and self-control. Descriptors: Behavior Modification, Dropout Prevention, Elementary Secondary Education, High Risk Students
(1986). Engineering Education Problems: A Guide to Legislative Action for NSPE State Societies. This document is intended to serve as a resource for state societies of the National Society of Professional Engineers (NSPE) in the preparation of action plans targeted at legislative changes in support of engineering education. The results of action taken recently by various state legislatures in response to NSPE state society activities are reviewed. Guidelines for development of an action plan include publication of pertinent data (Appendices A and B provide examples), lobbying, Political Action Committee involvement, hints for contacting legislators (Appendix C), hints for contacting media (Appendix D) and useful source documents (Appendix E). A guide to implementation of the action plan poses such questions as: (l) What resources are needed to solve the problem?; (2) What form should the resources take?; and (3) For how long should the resources be provided? Summaries of case studies of successful initiatives from New Mexico, Illinois, Missouri, Pennsylvania and Michigan are provided. Descriptors: Case Studies, College Science, Data Analysis, Data Collection
(1987). Reading on the Job: Schema, Function, and Depth. A study conducted at the Albuquerque Vocational-Technical Institute (New Mexico) investigated the need for occupation-related reading skills and resulted in recommendations for curriculum and instruction to meet those needs. The occupational areas examined include architectural drafting, office occupations, diesel mechanics, practical nursing, respiratory technicians, nurse assistants, electronics, instrumentation and control, and laser electro-optics. The study looked at the depth, function, and schema of reading skills needed and materials that must be read, and further examined the need for skills to integrate those three elements. It is recommended that occupation-related reading be an integral part of the curriculum and not only incidental or remedial, but also that such reading not be explicitly taught but be embedded in course content. Descriptors: Auto Mechanics, Content Area Reading, Course Content, Drafting
(1984). Administrative Leadership and the Development of a Research University. Administrative leadership as a factor associated with the development of the University of New Mexico from an undergraduate teaching institution toward a nationally-ranked graduate research university is discussed. An ethnographic approach was employed for the institutional study, using documents from the university files and informal interviews. Factors concerning institutional development are briefly reported for the period 1967-1978. The internal modification of the organizational structure of the university, including the establishment of the Office of the Vice President for Research, is described. It is noted that such adjustments also facilitated the university's attempts to provide leadership for its research agenda and to secure external research support. The leadership activities of the Office of the Vice President for Research are also discussed with a focus on its efforts to protect faculty research interests and to secure external research support funds. Both sets of organizational development activities were associated with the university's emergence as a nationally-ranked research institution. Descriptors: Administrator Role, College Administration, Educational History, Fund Raising
(1980). Women in Engineering: An Exploratory Study of Enrollment Factors in the Seventies. Case studies of women in engineering education in institutions where women's enrollment kept pace with national trends in engineering or exceeded it are presented in this report. Societal forces and trends are reviewed, along with trends in enrollment, attrition, and degrees granted. The professional role of women in engineering is examined. Characteristics of men and women engineering students are compared. Case studies are presented of students from: (1) Vanderbilt University; (2) University of Washington; (3) Purdue University; (4) Colorado School of Mines; (5) Prairie View (Texas) A&M University; and (6) New Mexico State University. These are analyzed by both internal and external factors affecting enrollment, and projections are provided based on the analysis. Case study results are compared with trends found in national assessments. The future of women in engineering is also discussed. References are provided, as well as an annotated bibliography containing 29 entries. [More] Descriptors: Case Studies, College Science, Degrees (Academic), Engineering Education