This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Everett Edington, Washington Congress of the U.S., Scott Patrick Sanders, Gerald R. Holmberg, Ed Kissam, Susan Ecklund, Farmington San Juan Coll., Ron Jernigan, Paul Allan Wirth, and Douglas Muller.
(1968). Exploratory Study to Determine the Feasibility of a Comprehensive Program for the Development of Special Education Services for Emotionally Disturbed Children in Arizona, Nevada, New Mexico, and Utah. Final Report. Group conferences, individual study groups, personal visitations, and communication by the principal investigator were utilized to determine the availability and suitability of services for emotionally disturbed children in the four-state area o f Arizona, New Mexico, Utah, and Nevada which has a low incidence of population in vast territorial areas. The study indicated that services were minimal and that the population included a large portion of children from a culturally different background and heritage. Difficulties in travel and communication and limited financial resources were also noted. Conclusions were that a committee be formed to continue the present study for 3 years and that an action-oriented approach for recruiting and training personnel be implemented. This program should be similar to the duo-specialist project of Arizona in which teachers from rural areas are selected by local and university people as trainees and study in two or four areas of speciality (guidance, reading, special education, and library) most needed by their local system. Intern teachers, selected by the university, replace the teacher trainees. The 41 duo-specialists (trainees) trained in the first 4 years returned to 38 schools in 75% of the state and performed 72 special services not previously available, while 40 interns have been certified and placed in 10 western states. [More] Descriptors: Counselors, Demonstration Programs, Disadvantaged, Emotional Disturbances
(1994). Preparing American Indian Students for the 21st Century. Hearing on S. 1150 To Improve Learning and Teaching by Providing a National Framework for Education Reform;…To Ensure Equitable Educational Opportunities and High Levels of Educational Achievement for All American Students; To Provide a Framework for Reauthorization….Hearing of the Committee on Labor and Human Resources. United States Senate, One Hundred Third Congress, First Session (Santa Fe, New Mexico, August 21, 1993). A Congressional hearing held in Santa Fe, New Mexico, received testimony on the Goals 2000: Educate America Act as it applies to American Indian education. The purpose of the hearing was to explore ways in which American Indians can participate as equal partners in the process of reaching national consensus on education reform, including the development of content and performance standards and an assessment mechanism. A representative of the Bureau of Indian Affairs (BIA) described how BIA schools are addressing the six national goals as well as two additional goals concerning Indian culture and language and school facilities. A representative of the Navajo Nation outlined the history and philosophy of Navajo education, described the six school systems serving Navajo students, and discussed Navajo educational goals and interest in reform, particularly the establishment of a "Department of T'aa Dine Education" to oversee Navajo education in a manner similar to a state department of education. Pueblo leaders and educators praised the national goals while pointing out how interpretation of the goals from an inappropriate perspective could be damaging to Indian students; discussed the danger of raising expectations without providing needed financial support; described needs for educational facilities and culturally sensitive teachers; and addressed the problem of culturally biased evaluation instruments driving the curriculum. [More] Descriptors: American Indian Education, Educational Change, Educational Needs, Educational Objectives
(1980). [Self-Concept: Symposium Papers from New Mexico State University.]. The six papers in this set of symposium materials all deal with the development and measurement of self-concept in various groups of students. The first paper (by Douglas Muller) addresses the lack of well-defined procedures for assessing self-concept and suggests that such a measure should be based on standardized procedures such as the Self-Descriptive Inventory. In the second paper (by Carlos R. Velasco-Barraza), the differences between self-concepts of school children in Chile, Mexico, and the United States are compared. Achievement levels of students of equal intellectual abilities but differing self-concepts are compared in the third paper (by Glenda Foster and Sharon Wooden), while the fourth paper (by Sonya I. Smith and Sharon Wooden) describes the relationship between a student's school self-concept and his/her behavioral adjustment at school. The self-concept of cognitively impaired students and the stability in sixth graders are examined in the final two papers (by Norma Robinson and by Donald Frazier). Descriptors: Academic Achievement, Affective Measures, Child Development, Cross Cultural Studies
(1982). A Study of Problems and Effective Strategies in the Provision of Special Education Services in the Small Rural Public School Districts of New Mexico. Executive Summary. Monograph No. 1. A special education teacher and an administrator in each of 17 small rural public school districts in New Mexico were interviewed to identify problems with and strategies for providing special education services in the districts. According to teachers, the most severe problems involved acquiring appropriate equipment and materials, recruiting related services staff, and staff development. Administrators thought staff recruitment was the most severe problem followed by compliance with state education regulations and staff development. Most districts also reported a failure to provide for special education students aged 18-21 but school finances and transportation were not significant problems for the districts. Respondents suggested strategies in the areas of staff recruitment (contacting college placement centers and professional acquaintances), staff development and retention (sponsoring release time and teacher attendance at conferences and workshops), and finance (involving private professionals and services). Researchers offered general recommendations related to the Division of Special Education's assuming a leadership role in problem solving, the establishment of regional resource centers, the district use of joint powers of agreement for service provision, and the evaluation of the present weighted formula funding system. They also offered 20 specific recommendations for improving services to exceptional children and suggested research directions. Descriptors: Administrators, Cooperation, Delivery Systems, Educational Finance
(1977). [Feasibility of Developing Post High School Technician Programs for Emerging Energy Sources in Southwestern United States.] Policies and Manpower Needs Related to Emerging Energy Sources in Arizona and New Mexico. Final Report. The energy manpower research project was established to review the process used to identify skills needed in emerging energy sources and to discover any new occupations for which additional post-high school, vocational/technical training would be needed. A supplemental part of the project was the development of a solar energy instructional module. In the investigative work, energy sources examined were coal, gasification, geothermal, nuclear, solar, waste products, and wind. Arizona and New Mexico employers were interviewed concerning energy policies and manpower needs. Respondents cited lack of a federal energy policy as the greatest deterrent to alternative energy sources development. Job titles provided by employers generally referred to conventional trades, such as pipefitter, electrician, and welder. (Appendixes include interview materials, lists of perceived existing and emerging policies, and manpower needs for operation of two coal-fired generating plants. The remainder of the report is primarily devoted to the presentation of the solar energy instructional module. Also reviewed are module preparation procedures and evaluations. The module is divided into seven units: using solar energy, locating the sun, solar energy systems, collections, storage, distribution, and representative solar energy systems for heating homes. Units contain objectives, terms and definitions, information sheets, activities, assignment sheets, tests, answers, and references.) Descriptors: Curriculum Development, Curriculum Evaluation, Educational Needs, Educational Objectives
(1979). Distinguished Adult Educators Explore Issues/Trends/Strategies in Adult/Continuing Education. A Compendium of Lectures and Resource Documents from a Seminar in Adult Education at the University of New Mexico. Six papers on various topics of adult education are contained in these proceedings. The following papers are included: (1) "Self-Guided Learning and Change," by Allen Tough–a review of research that shows that nine of ten adults engage in approximately ten hours of informal but purposeful learning per week. (2) "Needs Assessment Strategies and Techniques," by Malcolm Knowles–a "how-to" for finding individual and organizational needs and a guide for self-directed learning for both learners and teachers. (3) "Marketing and Promotion Strategies and Techniques," by Stanley Grabowski–a "how to" for selling adult continuing education. (4) "Competency-Based Instruction for Adults," by Judith Klikun–defines competency-based education and discusses its use in adult education programs. (5) "Learning How to Learn," by Robert Smith–discusses learning motivation, styles of learning, and implications of learning-how-to-learn for adult educators. (6) "Counseling the Adult Learner," by Violet Malone–emphasizes the role of the counselor and the counseling function of the adult educator. Bibliographies are provided for each paper. (The sessions were videotaped and used for staff development activities for adult educators in New Mexico.) Descriptors: Adult Education, Adult Educators, Adult Learning, Adult Students
(1990). Forging Links for the Future: Secondary, Post-Secondary, and Business/Industry Communication, Cooperation, and Coordination. Northwest Regional Articulation Conference (Farmington, New Mexico, November 8-10, 1990). This report is a summary of presentations and recommendations made by representatives of area public school districts, postsecondary institutions, and businesses who met at San Juan College to engage in an extended discussion about the articulation of mathematics and language arts instruction at secondary and postsecondary institutions in northwestern New Mexico. Each school was represented by a team consisting of a counselor or administrator, an English teacher, and a mathematics teacher. The 3-day conference resulted in a series of recommendations and action plans. Math teachers recommended the following: a statewide articulation conference to revise state-mandated math competencies; testing for math skills competencies in the eighth grade; an increase in area schools' access to computer information network systems; and cataloging and making available math teaching resources at a central location. English teachers recommended the following: establishing an ongoing dialogue among educators, grades K through 14, in English and language arts; identifying outside resources and encouraging grant-writing workshops for English teachers; and using portfolios to assess the language arts competencies of students. Administrators and counselors recommended an increase in dialogue between business and education and the use of a mentoring system to help "at-risk" students. Descriptions of and reports from the conference workshops, lists of proposed actions to be undertaken at each educational level by conference participants, the conference program, and a list of participants are included. Descriptors: Articulation (Education), College School Cooperation, Community Colleges, Educational Planning
(1993). University of New Mexico Working Papers in Linguistics, Volume 1. This volume contains working papers on a variety of topics in linguistics. They include: "A View of Phonology from a Cognitive and Functional Perspective" (Joan Bybee); "The Geography of Language Shift: Distance from the Mexican Border and Spanish Language Claiming in the Southwestern United States" (Garland D. Bills, Eduardo Hernandez-Chavez, Alan Hudson); "Rethinking the 'Power Semantic': Alternatives for the Analysis and Interpretation of Non-Reciprocal T/V Address" (Scott Schwenter); "Prototype Theory in Language and Cognition" (Patricia Escarraz); "Sociolinguistic Competence in Context: The Formality Factor" (Robin Dale Zuskin); "Male/Female Speech Patterns: Singularity versus Diversity" (Anne Wiltshire); "Supplementing the Binding Theory: On the Question of Proper Binding" (Hector A. Torres); "Some Considerations of the Use of Indices with Pronouns and Wh- Traces" (Carolyn Kennedy); "Toward a Better Understanding of Universal Grammar: Evidence from Child Language" (Teresa M. Meehan); and "Re-Examination of the Notion of Proper Binding: The Interpretation of Reflexives in Japanese" (Teruo Ueno). [More] Descriptors: Child Language, Geographic Distribution, Grammar, Interpersonal Communication
(1991). Mexico-U.S. Migration Patterns: Implications for the Development of Binational Collaboration in Adult Education. Recent new patterns in Mexico-United States migration are examined briefly, and the implications of each for planning and implementing adult education programs are discussed. The patterns noted include: (1) migration of greater distances and from new areas in Mexico, both to border areas in Mexico and to locations in California and the West Coast; (2) increases in migration flow; (3) and "shuttle migration," or movement back and forth between home and work areas. It is predicted that United States-Mexico economic integration will increase existing difficulties in providing adequate and appropriate education. A substantial investment in educational services is seen as necessary and justifiable. In addition, services must be tailored to the specific demographic characteristics of different migrant populations (older, traditional migrants, younger populations motivated to learn new language and vocational skills, and women) in order to be most effective. (MSE) [More] Descriptors: Adult Basic Education, Demography, Foreign Countries, International Cooperation
(1989). New Mexico State Secondary School Science-Based Nutrition Curriculum. This curriculum guide provides instructional materials for a 10-unit secondary-level science-based nutrition course. Each unit contains some or all of the following components: a summary sheet for each function, including generalizations with corresponding objectives, additional learning activities, and additional resources; unit outline; pretest; activity sheets with generalization, objectives, background information, discussion questions, equipment list, procedures, and summary; resource list; and posttest. A unit may consist of one or two functions. Unit topics include safe and proper use of equipment and sanitation; eating a variety of foods; digestion and absorption; food science; avoiding too much fat, saturated fat, and cholesterol; eating foods with adequate starch and fiber; avoiding too much sugar; avoiding too much sodium; drinking alcohol in moderation; and maintaining desirable weight. Descriptors: Behavioral Objectives, Course Descriptions, Dietetics, Eating Habits
(1970). Indian Health Service Training Center, Training Course TC-70-4 (April 13-May 1, 1970): A Descriptive Analysis of the Utilization of Health Resources in the Zuni, New Mexico Service Unit. A descriptive study of health services utilization patterns, and possible factors contributing to such patterns, was conducted in April 1970 at the Zuni, New Mexico, Indian Health Service Unit. Health service utilization was explored by selected disease categories, preventative services (maternal and child health), and general population attitudes as expressed in a precoded questionnaire. The study group consisted of 121 Zuni, 38 Ramah, and 12 others. Data were obtained from the daily outpatient disease log, hospital inpatient computer data, delivery room log, stork register, inpatient-outpatient combined medical chart, and field health family folder. Findings included: in view of the high incidence of tuberculosis in the Service Unit population, the number of infants receiving PPD skin test was extremely low; 33% of the children had 2 or less well-child visits over the entire study period; 21% of all mothers did not have pre-natal care; postpartum examinations were received by 64% of Zuni and Ramah women; contraceptive methods were used by 36% of the mothers; 18% of the outpatient workload at the Zuni Hospital was attributable to non-Zuni residents; the Ramah utilized significantly less preventive services on a per capita basis; waiting time was found to be a significant factor preventing the utilization of health services. Among the recommendations were that there should be active ruboela immunization and PPD skin testing of all preschool children and additional field clinics. [More] Descriptors: American Indians, Attitudes, Birth Rate, Child Care
(1996). New Mexico State University at Grants College Institutional Research Projects Completed 1993-1996 as Part of the Institutional Self-Study in Preparation for North Central Association Accreditation Visit of 1997-1998. In spring 1994, New Mexico State University's two-year campus at Grants (NMSU-G) initiated several projects to prepare for a 1998 accreditation visit. This report describes the following projects undertaken to gather data for the accreditation self-study document: (1) a fall 1993 focus group with students, detailing institutional strengths, areas of concern, and suggestions; (2) a spring 1994 retreat of faculty, staff, and community members, focusing on strengths and concerns and the development of an institutional vision for the year 2000; (3) an October 1995 meeting between staff and approximately 12 students to discuss NMSU-G's strengths and weaknesses; (4) fall 1995 surveys of students and faculty, describing findings related to the quality of instruction, student services, and facilities; (5) a fall 1995 survey of local citizens, highlighting attitudes regarding NMSU-G's administration and facilities; (6) a fall 1995 staff survey regarding programs, administration, instruction, and employee morale; (7) a fall 1995 mail survey of community perceptions of NMSU-G; (8) a fall 1994 student survey regarding the quality of student services; (9) a February 1996 staff retreat to develop a vision statement for the year 2000; (10) a College Assessment and Planning Process report completed in spring 1996 developing four Action Plans; and (11) a summer 1996 telephone survey of community members' perceptions of the college. Survey instruments and respondent comments are included for selected projects. [More] Descriptors: Accreditation (Institutions), College Planning, Community Attitudes, Community Colleges
(1990). Distance Learning Conference Proceedings (Ruidoso, New Mexico, October 1989). The declining emphasis on science, mathematics, and engineering education in the United States together with the necessity of the nation to ensure a continuous supply of trained practitioners in those fields was the consideration that prompted the conference reported in this document. The conference participants–who were representatives of the military, the government, industry, and academia, analyzed the potential of distance learning to deal with common educational problems and recommended a national initiative to implement distance learning in the United States. They also agreed that such an initiative would help to alleviate current global education and training problems. Seven presentations make up the major part of this publication: (1) "The Distance Learning Problem" (Andrew E. Andrews); (2) "Media" (John W. Keller); (3) "Interactivity" (Andrew E. Andrews); (4) "Instructional Strategies" (Mary S. Trainor); (5) "Collective Learning" (Andrew E. Andrews); (6) "Student Performance Evaluation" (Norman D. Hamer); and (7) "Implementation" (John Alexander). It is noted that the results of the conference demonstrated the need to begin leveraging technology to improve learning. A prologue describing the conference and summarizing the results of group discussions is also provided, as well as a brief epilogue, a list of conference participants, brief biographies of the presenters, and a 44-item bibliography. [More] Descriptors: Cooperative Learning, Distance Education, Educational Media, Educational Needs
(1970). Adult Basic Education in New Mexico; Personal Growth Curriculum. A workbook for use by teachers in adult basic education classes concerned with personal growth, this text covers five areas. These areas are: Money Management, World of Work, Citizenship and Government, Health Education, and Family Life. Each area is presented as to the course objectives, and units of instruction are given. It is suggested that approximately 50% of the classroom time be spent on the personal growth curriculum. [More] Descriptors: Adult Basic Education, Curriculum Development, Educational Media, Individual Development
(1982). Technical Writing in Academe and in Industry: A Study Undertaken Preliminary to the Proposal of a Bachelor of Science Degree Program in Technical Communications to be Offered by the Humanities Department, New Mexico Institute of Mining and Technology. The results of a survey of technical writing and editing, as they are taught in academe and practiced in industry, are presented in this report. The introduction explains that the survey was conducted by the humanities department of the New Mexico Institute of Mining and Technology, as the principal research preliminary to the proposal of a curriculum for a new Bachelor of Science degree in technical communications. Next, the proposed curriculum is compared with three other undergraduate degree programs in technical communications in the Rocky Mountain region and with the founding degree program at Carnegie-Mellon University. The report then discusses the current professional status of technical writing and editing through descriptive profiles of technical writing and technical writers in four different industrial settings that represent strong employment opportunities in the field. The final section of the report presents the results of a questionnaire that was designed to gather information in four areas: (1) the hiring practices of companies; (2) the desired background and preparation of technical writers and editors; (3) the on-the-job responsibilities of technical writers and editors; and (4) the employers' likely response to job applicants who hold degrees in technical communications. Finally, the report suggests that the new degree program in the humanities department will strengthen the department's traditional service role in the technological community. Descriptors: Bachelors Degrees, Curriculum Development, Curriculum Research, Degree Requirements