Bibliography: New Mexico (page 157 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include New Brunswick Consortium for Policy Research in Education, Washington Association of Research Libraries, Monica P. Zela-Koort, Elizabeth Fisk Skinner, James S. Long, Marilyn C. McManus, Barbara J. Friesen, Washington National Advisory Council on Indian Education, Veronica Tomalik, and Sheila A. Pires.

Zela-Koort, Monica P.; Nardine, Frank E. (1990). An Evaluation of Hispanic-American Parent Involvement Programs. This report examines parent-involvement programs that focus on Hispanic families and the methods that have been used to evaluate these programs. The survey involved 10 Hispanic parent-involvement programs named by various state education agency directors as being significant. Particular attention was given to whether or not the programs were formally evaluated. The programs, located in Texas, New Mexico, Washington, and Florida, were diverse in client populations, although each served a significant number of Hispanics. The study indicated a total of 29 different parent-involvement activities reported by the 10 programs. Of these, the most often used were parent workshops or courses, parent-teacher conferences, and parent advisory councils. The least prevalent activities included providing incentive grants to develop parent involvement activities locally, parent-teacher conference improvement courses, and parent resource centers. The most prevalent ways that districts evaluated their parent-involvement programs were: (1) parent opinion surveys; (2) monitoring the frequency of activities; and (3) monitoring parent attendance at events and activities. Three school districts conducted formal evaluations, five conducted informal evaluations, and two reported no evaluations. The document concludes with a discussion of program evaluation procedures and the need for documentation of program activities. It suggests that an important key in narrowing the educational gap between majority and minority groups lies in the development of effective parent-involvement programs.  The document includes 15 references.   [More]  Descriptors: Educational Assessment, Elementary Secondary Education, Evaluation Methods, Evaluation Needs

Consortium for Policy Research in Education, New Brunswick, NJ. (1990). Decentralization and Policy Design. CPRE Policy Briefs. This policy brief focuses on design issues surrounding decentralization policies, drawing from the following three reports: "Working Models of Choice in Public Education," by Richard F. Elmore; "Diversity Amidst Standardization: State Differential Treatment of Districts," by Susan H. Fuhrman; and "School District Restructuring in Santa Fe, New Mexico," by Martin Carnoy and Jean McDonnell. The first part describes design issues in school choice programs–understanding the relationship between demand- and supply-side choice, providing benefits to all clients, and integrating choice programs with existing school systems. The next section describes design issues in programs (within districts or schools) which must vary regulatory treatment in order to be effective. This subject is discussed with reference to: (1) eligibility for waivers; (2) willingness of schools to participate; and (3) interaction with existing state policies. Design issues in district decentralization are examined last, with a focus on strategies used by the Santa Fe school system to address teachers' rewards, leadership, and parent support. A conclusion is that programs for school choice, deregulation, and decentralization primarily involve changing the incentives offered to participants. An annotated bibliography of four sources and information on the Center for Policy Research in Education (CPRE) and its publications are included. (3 references)   [More]  Descriptors: Decentralization, Educational Policy, Elementary Secondary Education, Policy Formation

Richardson, Richard C., Jr.; Skinner, Elizabeth Fisk (1990). Achieving Quality and Diversity: Universities in a Multicultural Society. This book presents a comprehensive model of how institutions adapt to improve the environments they provide African American, Hispanic, and American Indian students without relinquishing historical standards. The model is based on the experiences of ten institutions that have graduated higher numbers of minority students as compared to their states and nations. Case studies of the following institutions are presented: Memphis State University (Tennessee); Florida State University; Brooklyn College (New York); University of Texas at El Paso; Wayne State University (Michigan); California State University, Dominguez Hills; Florida International University; Temple University (Pennsylvania); University of New Mexico; and the University of California, Los Angeles. Topics discussed include: (1) state and system level influences which pressure the public university to increase diversity and simultaneously maintain quality; (2) the role of state coordinating and governing boards in creating a policy environment that encourages diversity and quality; and (3) current dimensions of student diversity. The study concludes with a chapter on assessing institutional environments in terms of improving access and achievement of minority students. Appended are 63 tables and 38 references. Descriptors: Academic Achievement, Access to Education, American Indians, Black Students

General Accounting Office, Washington, DC. Div. of Human Resources. (1987). Mental Health Care: Licensing and Certification Requirements for Staff in State Hospitals. Fact Sheet for the Honorable Daniel K. Inouye, United States Senate. The Office of United States Senator Daniel Inouye requested information on state minimum licensing and certification requirements for physicians, psychiatrists, psychologists, social workers, and nurses who work directly with patients in state mental hospitals. To obtain this information, the General Accounting Office called the offices of the directors/commissioners of the 50 state mental health programs to inquire about state licensing and certification of these professionals. Eleven states did not provide information (Arizona, Illinois, Kansas, Maine, Maryland, Massachusetts, Minnesota, Montana, Nebraska, New Mexico, and Wisconsin). The results revealed that the minimum licensing and certification requirements provided for physicians, psychiatrists, psychologists, social workers, and nurses varied among the 39 responding states. The responses showed that: (1) all of the 39 states required physicians and nurses to be licensed; (2) 27 of the 39 states required that psychologists be licensed or certified; (3) 15 of the 39 states required that psychiatrists be licensed and board-eligible or board-certified; and (4) 13 of the 39 states required that social workers be licensed, certified, or registered. Thirty-two of the 37 states that responded to an additional question said that physicians working in state mental hospitals but who are not board-eligible or board-certified as psychiatrists are permitted to provide psychiatric services.   [More]  Descriptors: Certification, Health Personnel, Hospital Personnel, Mental Health Programs

Walker, Robert A.; And Others (1990). An Agenda for Excellence. This document describes the 1988 Search for Excellence in Vocational Programs, which identifies excellence in vocational service programs for persons with disabilities. The three steps of a management strategy to help administrators make changes in programs to achieve excellence are explained: (1) develop an "Excellence Plan": (2) develop a system for assessing excellence; and (3) develop a management strategy. Winners and finalists are profiled in four service areas: (1) community-based work services (winner–Association for Retarded Citizens, New Brunswick, New Jersey, and finalists–Magic City Enterprises, Cheyenne, Wyoming) and Career Services for the Handicapped (Albuquerque, New Mexico); (2) employability development (winner–Easter Seal Society for Children and Adults of Tarrant County, Fort Worth, Texas, and finalists–Goodwill Industries of Lane County, Eugene, Oregon, and South Carolina Vocational Rehabilitation Department, West Columbia, South Carolina); (3) facility-based work services (winner–Goodwill Industries-Suncoast, Inc., St. Petersburg, Florida, and finalists–Minnesota Diversified Industries, St. Paul, Minnesota, and Napa Valley, P.S.I., Inc., Napa, California); and (4) occupational skill training (winner–Arkansas Enterprises for the Blind, Little Rock, Arkansas, and finalists–Multi Resource Centers, Inc., Minneapolis, Minnesota, and South Carolina Vocational Rehabilitation Department, West Columbia, South Carolina). Descriptors: Demonstration Programs, Disabilities, Education Work Relationship, Employment Potential

Association of Research Libraries, Washington, DC. Office of Management Services. (1990). Student Employment Programs in ARL Libraries. SPEC Kit 168. This SPEC KIT presents survey results and documents from 53 U.S. academic members of the Association of Research Libraries in 1990 who provided current information on student employment policies and practices. The survey results identify the following employment policies and practices: (1) funding sources and wages; (2) duties and rewards; (3) recruitment and hiring practices; and (4) supervisory, training, and evaluation methods. Issues and trends are also identified. Student library employment documents (e.g., supervisors' manuals, employees' handbooks, recruitment policies, and job descriptions) included in the kit were submitted by the universities of Alabama, Connecticut, Hawaii, Iowa, Kansas, Missouri (Columbia), Nebraska, New Mexico, Rochester, Southern California, Texas (Austin), and Washington, as well as Brigham Young University, Case Western Reserve University, Colorado State University, Indiana University, Iowa State University, Johns Hopkins University, Michigan State University, New York University, Princeton University, and Washington State University. A copy of the survey questionnaire and an analysis of the responses are included. (10 selected readings)   [More]  Descriptors: Academic Libraries, Employment Patterns, Employment Practices, Higher Education

McManus, Marilyn C., Ed.; Friesen, Barbara J., Ed. (1986). Families as Allies, Conference Proceedings: Parent-Professional Collaboration toward Improving Services for Seriously Emotionally Handicapped Children and Their Families (Portland, Oregon, April 28-29, 1986). The Families as Allies Conference was held to promote collaborative working relationships between professionals and parents of seriously emotionally handicapped children and adolescents, at the case level as well as the service delivery system level. This working conference was designed to involve equal numbers of parents and professionals, including policy-making, administrative, and service delivery professionals from public systems and private service providers. Representatives from the following 13 states were invited to participate: Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming. Included are transcriptions of speeches and panel presentations, a biographical sketch of each speaker, participant worksheets, and conference evaluation responses. Susan DeConcini gave a keynote address titled "Respect: The Key to Successful Parent-Professional Collaboration." Panel presentations dealt with obstacles to parent-professional collaboration and overcoming those barriers by viewing parents as allies of the professionals. Action plans composed of goals, strategies, and obstacles are included for each of the 12 participating states.   [More]  Descriptors: Cooperation, Cooperative Planning, Counseling Services, Counselor Client Relationship

Thorkildsen, Ron; Lowry, William H. (1991). Assessing Social and Cross-Cultural Impact of Group-Based Videodisc Technology. Final Report, October 1, 1987-December 31, 1989. This final report documents achievements of a project to assess social impact and achievement gains resulting from the use of interactive videodisc technology to teach fractions in mainstreamed classrooms across multicultural settings. Subjects (N=294) were regular upper elementary students and students with mild handicaps (MH) in Utah, Wyoming, and New Mexico. The study examined the effects of the videodisc-based math program on: (1) attitudes of regular teachers and student peers toward mainstreamed students with MH; (2) the self-esteem of the MH students; (3) the frequency of academic (as opposed to behavior management) interactions between teachers and MH students; and (4) achievement in basic fractions concepts. Findings indicated that teachers in both years of the study maintained their opinions about mainstreaming; MH students experienced greater teacher interactions; the MH students showed large achievement gains (both in fraction concepts and generalized achievement testing) and increased self-esteem; peer attitudes toward MH students, however, declined significantly during the study. Appendices include measures and scoring procedures, data details, and a dissertation abstract. Includes 39 references.   [More]  Descriptors: Academic Achievement, Arithmetic, Attitudes toward Disabilities, Classroom Communication

New Things Considered (1990). Channel One: Are Schools Trading Captive Student Audiences for Free Equipment?. "New Things Considered" reports on emerging trends and issues in education to policymakers and participants in SEDL-SCAN, an emerging issues tracking system being pilot tested by the Southwest Educational Development Laboratory's Policy Information Service and the State of New Mexico. This issue begins with a report on the reactions of educators to Channel One, a daily educational news and current events program which includes 2 minutes of advertising in each 12-minute program. Schools which sign a 3-year contract to have their students watch the program receive in return free satellite and television equipment. The current controversy arises from the inclusion of advertising, even though the commercials are restricted to acceptable products. Many national educational groups have condemned the programs, and they have been banned by several state boards of education. SEDL-SCAN analysts agree that students need to develop an interest in news and current events, but they warn that the lure of "free gifts" may result in the exploitation of school children. This report concludes with the observations that the commercials could be used in teaching students to analyze advertising and that alternative news programs without commercials are being endorsed by a number of groups. This issue also includes a brief report on the Las Cruces Public Schools Environmental Scanning System and summaries of noteworthy trends, events, and technological developments related to education.   [More]  Descriptors: Attitudes, Current Events, Educational Television, Electronic Equipment

National Advisory Council on Indian Education, Washington, DC. (1990). Academic Performance. INAR/NACIE Joint Issues Sessions. National Indian Education Association (NIEA) Annual Conference (22nd, San Diego, California, October 15, 1990). This report summarizes two joint sessions held by the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education to hear testimony on issues related to the academic performance of Native American students. Educators, employers, parents, and tribal officials testified on the following topics: Native students' high dropout rates and lack of basic skills; low teacher expectations of Native students; high Native unemployment rates; lack of teacher accountability in both public and Bureau of Indian Affairs schools; the failure of the educational system to address differences in learning styles; high Native failure rates on the New Mexico high school competency test, resulting in ineligibility for a diploma or state job; test bias; alternative student evaluation strategies; the overrepresentation of Native students in special education; labeling and self-fulfilling prophesies; positive expectations and recognizing success; parent participation; the question of college preparation versus vocational education; recruitment of Native students to college; and the importance of integrating Native culture into the curriculum. A principal described his own research and findings on hemispheric specialization and cognitive style among Indian and other minority students. Promising educational strategies are described, involving integrated curriculum, cooperative learning, application of special education methods, training of teacher aides, and extracurricular activities as a motivator.   [More]  Descriptors: Academic Achievement, Academic Failure, American Indian Education, American Indians

Pires, Sheila A.; Silber, Judith Tolmach (1991). On Their Own: Runaway and Homeless Youth and Programs that Serve Them. This monograph discusses runaway and homeless youth and the programs that serve them in seven large and medium-sized cities throughout the United States. The monograph focuses on the characteristics and service needs of these youths and the demands they pose for service providers. It examines how the population and the service environment have changed since passage of the Runaway and Homeless Youth Act of 1974 and whether public policies and practices have kept pace with these changes. It looks at social and practice issues confronting providers and policymakers and highlights viable strategies that have been developed by programs to serve this population of youth effectively. This monograph is based on in-depth examinations of programs in Albuquerque, New Mexico; Boston, Massachusetts; Chicago, Illinois; Des Moines, Iowa; Iowa City, Iowa; San Diego, California; and Seattle, Washington. During site visits extensive interviews were conducted with staff and funders. The following issues were discussed: (1) essential services, including substance abuse prevention, mental health, Acquired Immune Deficiency Syndrome (AIDS) prevention and education, medical and dental care, housing, emergency shelter, education, and employment and training; (2) organizational issues and strategies including policies and values, boards of directors, staff recruitment, management information, research and evaluation, volunteers, and youth and family involvement; (3) funding; and (4) interagency collaboration. References are included. Nine appendices include a list of the programs studied, excerpts from AIDS education manuals and policy and procedures manuals, and various documents specifically pertaining to individual programs.   [More]  Descriptors: Adolescents, Agency Cooperation, Financial Support, Health Education

Pino, Barbara Gonzalez (1991). Priorities in Foreign Language Education for the 1990s: A Report from the Southwest. A survey of 368 second language teachers at the elementary school, middle school, high school, and college level in the southwest United States (Arizona, Colorado, Nevada, New Mexico, Texas) investigated teachers' priorities for language instruction in the 1990s. Respondents ranked aspects of language instruction in priority order. Results were similar for all states. Averaging of rankings resulted in this rank order: (1) methods; (2) curricula; (3) materials; (4) advocacy; (5) teacher preparation; (6) travel opportunities; (7) testing; (8) articulation; (9) requirements; (10) research; (11) career applications; and (12) professional organizations. It is noted that the first three items correspond to areas of intensive interest and work in the teaching profession in recent years, yet remain highly ranked. It is also concluded that advocacy to the public of the value of language study is a primary concern of teachers. Subareas of each of the 12 priority areas were also ranked, revealing specific areas of teacher concern. The questionnaire used in the survey is included with the report.   [More]  Descriptors: Advocacy, Articulation (Education), Curriculum Design, Education Work Relationship

Pantano, Diane Garcia (1991). Secondary to Post-Secondary Articulation Project Model. The articulation model presented in this handbook was developed by Santa Fe Community College as part of an articulation project conducted jointly with the Santa Fe Public School District in 1990-91. The purpose of the model is to provide guidelines for the development of articulation agreements between various secondary and post-secondary institutions throughout the State of New Mexico. The model is divided into seven major sections. Section 1, the introduction, provides an overview of the articulation project model and discusses the administration of an articulation project. Section 2 outlines the steps necessary to create articulation agreements. Training sessions and workshops are discussed in section 3, while the student participation process is highlighted in section 4.  Section 5 discusses the use of brochures, presentations, publications, and career fairs/college days to promote articulation. Section 6 considers the evaluation of articulation agreements. Section 7 consists of a series of 22 appendixes providing timelines, task force and committee lists and letters, and other articulation forms, agreements, and development processes. A list of terminology related to articulation is attached. Descriptors: Articulation (Education), College School Cooperation, Committees, Community Colleges

Long, James S. (1982). A Dilemma about Homemakers' Involvement in Developing Public Policies That Affect the Family. As a society, we believe that persons affected by a public decision should be represented in the development of that policy. The Family Community Leadership program (FCL), recently launched in Alaska, Colorado, Hawaii, New Mexico, Oregon, and Washington, has been established to increase homemakers' understanding of social concerns that influence families, and to increase their skills and participation in dealing with these concerns in the public arena. However, observation indicates that homemakers' involvement in public affairs increases tension within their families. Several studies, i.e, a 1977 study by the Center for American Women and Politics, the evaluation of public affairs leadership development programs in five states (California, Washington, Montana, Michigan, and Pennsylvania), and the Impact Assessment of the Washington Agriculture and Forestry Leadership program, confirm this observation of increased family tension, and indicate a negative influence on future participation in public affairs for homemakers. Further analyses of the data from these surveys indicates that homemakers tend to use two broad strategies for coping with increased family tension: isolation/insulation (keeping the strain from family members), or integration/reintegration (incorporating new demands into the family's life style). These findings have implications for public affairs education in the university extension, whose programs might incorporate, in addition to the traditional foci of public affairs education programs, content and skills that will help participants anticipate intrapersonal and interpersonal growth stress, and that will equip them to help their families adjust to new roles and relationships. Descriptors: Citizen Participation, Citizenship Education, Curriculum Development, Extension Education

Tomalik, Veronica; And Others (1993). Directory of Partnership Programs and Councils. [Second Edition.] 1992-93. This directory contains information for preschool programs, elementary schools, parent organizations, and community agencies on how partnership programs can help young at-risk students. The directory focuses on partnerships that collaborate, using the resources of home, school, and community (HSC) to serve children from birth to 8 years old, and their families. Programs in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas are included. The directory also encourages networking and collaboration among efforts that are using or want to use partnerships to deliver more effective services to at-risk children and their families. Each entry includes the name of the program, address, telephone number, contact person, needs addressed, target audience, staffing, activities and structure, outcomes, and activity most proud of. The first section lists 30 HSC programs, most of which serve preschool children and also offer services to parents. The second section contains 106 two-partner programs, programs that include some combination of home, school, and community areas. A new section includes 11 partnership programs that began after December 1991. A council section that describes eight organizations is also included.   [More]  Descriptors: Community Programs, Community Resources, Early Intervention, Elementary Education

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