This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Frederick C. Wendel, Blanche Woolls, Miles T. Bryant, Gerald Giordano, Betty J. Mace-Matluck, Tsaile Navajo Community Coll., Glendon Casto, Alice Engelskirchen, David L. Williams, and Helen Mitchell.
(1985). Critical Reading Deficiency: Cause, Scope, Remediation. The extent of deficiencies in critical reading skills among 153 entering college students enrolled in basic skills reading courses at New Mexico State University was studied. Forty-nine percent of the sample were Hispanic Americans. The students were administered the Nelson-Denny Reading Test and the scores were converted into grade equivalents. While 79 percent earned scores below what would be appropriate for high school students, scores of 8 students were equivalent to the fifth grade or below of elementary school. Among persons who scored deficiently, three reasons were discerned: eccentricities of a test or incidental circumstances that influenced test scores; inadequate functional reading skills; and lack of sensitivity to the full range of critical reading tasks. It is concluded that prefunctional readers require individualized remedial instruction, and those who can read functionally but not critically can benefit from basic skills instruction. The two major instructional foci of critical reading courses are the specification of diverse critical reading tasks and the constraints exerted on those tasks by specialized texts. The establishment of programs that employ alternative measurement instruments to monitor the critical reading skills of entering students is recommended. Descriptors: Basic Skills, College Freshmen, College Instruction, Critical Reading
(1979). Projections of High School Graduates in the West. Individual state projections of the number of public high school graduates from 1979 through 1995 are presented for each of thirteen western states–Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming. For each state, a four-page section presents detailed historical data, including annual birth patterns, population migration statistics, and rates of student persistence in high school–major factors underlying the projections. Detailed enrollment projections are presented, along with analytical tables, and a comprehensive cohort graph. A brief written explanation accompanies each state section. A description of the report methodology is presented separately. The projections for each state (except Wyoming) show a common pattern including the following elements: (1) a peak in enrollments between 1975 and 1982, (2) a significant decrease from that peak to a low point in the 1984-86 period, (3) an increase until 1988 or 1989, (4) a decrease to another low point in 1990 or 1991, and (5) an increase to 1995, the last year of the projection. This basic pattern is the same as that for the country as a whole. However, in the West, projected graduates remain below the 1979 peak throughout the projection period but not nearly so far below as for the United States as a whole. [More] Descriptors: Birth Rate, Cohort Analysis, Dropout Rate, Dropouts
(1974). Proceedings of the Indian Nursing Education Conference (1st, Chinle, Arizona, June 21-22, 1974). Barriers to recruitment and retention of minority students (particularly Indian students) in collegiate nursing programs in Arizona, Colorado, New Mexico, and Utah include such factors as schools located away from home environments, inadequate student preparation for course requirements, feelings of isolation experienced by Indians in university settings, lack of sensitivity within the college or university system, lack of financing, and a lack of role models to reinforce aspirations in nursing. Because of shortages of health personnel on reservations, persons in the health delivery system are often called on to provide services above their training and skill levels; continuing education is critical and should be a well-planned program linked to career mobility. Conference participants developed a number of recommendations regarding recruitment and retention of Indian students, career mobility, and continuing education. Among these were: Indian nursing role models must be visible; the Indian philosophy of health must be recognized; nursing faculties and university staff must be sensitized to cultural differences; precollegiate and remedial programs must be planned to deal with poor science preparation; state and private nursing schools should provide a well-planned program of post-graduate education with special attention to the needs of reservations and other under-served areas; and the Navajo Health Authority should become more active in all relevant phases of nursing education. The participants further expressed a desire for future conferences and workshops of this nature. Descriptors: American Indian Reservations, American Indians, College Students, Conference Reports
(1988). New Directions for Administrator Preparation. UCEA Monograph Series. This publication contains six selected papers from the 30th Anniversary Meeting of the University Council for Educational Administrators (UCEA) in the fall of 1987. The first article, by John A. Thompson discusses problems associated with implementing the agenda of the Holmes Group report in decentralizing the control of schools. Leslie, Snyder, and Giddis, in the second paper, discuss the changes in Florida's administrator preparation programs that delegate virtually all responsibility for training school principals to school districts. In the third study, Pohland, Milstein, Schilling, and Tonigan also take a state level perspective in discussing how the reform climate of the eighties has affected the preparation program at the University of New Mexico. They focus on the flaws inherent in the technical and corporate models of the educational administrator that are implied in the reform movement. Shapiro, in the fourth study, assesses and contrasts two curricular models: the medical model (oriented toward the clinical experience) and an alternative conceptual model that he labels the "artificial science" approach. The last two papers propose shifts in the curricular orientations of preparation programs. Colleen S. Bell argues that managerial instruction attempting to simplify and homogenize organizational experience ill-prepares students for the real life of administration, while Tetenbaum and Mulkeen review gender-based studies that focus on the difference in world view of men and women and differences in the way men and women approach administrative tasks. A bibiliography is included. [More] Descriptors: Administrator Education, Administrator Role, Educational Administration, Elementary Secondary Education
(1982). Professional Development in ARL Libraries. SPEC Kit #86. This publication is a collection of library documents related to professional development which were received in response to a personnel policy survey of members of the Association of Research Libraries (ARL) in the spring of 1982. A concise summary of issues related to professional development in ARL libraries precedes the main body of the kit where 29 documents are presented. The documents are divided into four sections: (1) comprehensive library professional development policies from Brigham Young University, Harvard University, and University of Connecticut; (2) library personnel research and study policies from University of Virginia, University of New Mexico, Iowa State University, University of British Columbia, Ohio State University, McGill University, Emory University, Indiana University, and New York University; (3) library policies on consulting and outside employment from Dartmouth College, Yale University, University of Kansas, and McGill University; and (4) library travel policies from University of Kansas, University of North Carolina-Chapel Hill, Ohio State University, University of Cincinnati, Rutgers University, Yale University, University of California-Riverside, Texas A & M University, University of Colorado, University of Toronto, McGill University, Wayne State University, and University of Miami. An evaluation sheet for this ARL Systems and Procedures Exchange Center (SPEC) kit is provided. Descriptors: Academic Libraries, Consultants, Higher Education, Librarians
(1981). A Study of the Reliability and Validity of the Ilyin Oral Interview. Reliability and validity of the Ilyin Oral Interview (IOI) are examined with respect to interscorer agreement. This test is a structured questionnaire based on a sequence of pictures depicting common events in the daily life of a student. Interviews of 11 students from an English as a second language (ESL) class at the University of New Mexico were taped and later scored by 20 native speakers of English. All scorers were either practicing ESL teachers or ESL teachers in training. Interscorer agreement in the IOI scores showed a 79 per cent variance overlap across the 12 most consistent judges and a 45 per cent variance overlap across scores and external validity criteria. The latter included ratings of the IOI interviews by two judges on the five Foreign Service Institute oral interview scales and an independent ranking of the 11 students interviewed by their regular ESL teacher. Item analysis included a questionnaire assessing the pragmatic appropriateness of the questions in the IOI. Interscorer agreement shows the IOI to be a dependable measure of oral proficiency even in the case of relatively homogeneous ability levels and with minimal instructions to scorers. Items which the scorers felt were more natural were generally better discriminators. Descriptors: English (Second Language), Higher Education, Interviews, Item Analysis
(1980). Validation of Effective Staff Development/Inservice Education Strategies. The goal of the Ways to Improve Education in Desegregated Schools (WIEDS) project is to establish a regional information base for the southwestern United States (Arkansas, Louisiana, Mississippi, New Mexico, Oklahoma, and Texas) concerning successful desegregation strategies and remaining areas of need in desegregated schools. Such information will be the basis for developing a set of staff development/ inservice education (SD/IE) models and guidelines for desegregated and desegregating schools. This paper describes a survey and interviews conducted by WIEDS of local school superintendents, General Assistance Center personnel, parents and community people, school personnel, and students in the six-state area as a means of identifying important elements which can assist in developing such models and guidelines. Data obtained from the survey and interviews were analyzed to examine the relationships between demographic characteristics of sites, respondents, and interviewees and (1) their perceptions regarding desegregation strategies employed and (2) their reports of remaining areas of need. Findings indicate that no one set of strategies alone can be employed to facilitate successful desegregation, and that collaboration and cooperation by many levels of people and on a variety of issues and activities are required. Based on implications of the findings, 17 content areas are identified for inclusion in SD/IE models and guidelines. Descriptors: Desegregation Methods, Desegregation Plans, Elementary Secondary Education, Inservice Teacher Education
(1983). Language and Literacy Learning in Bilingual Instruction: A Case Study of Practices and Outcomes. A study undertaken to assess the educational services offered to children in three diverse bilingual communities gathered data through interviews with a variety of school and community people, classroom observations, and review of school documents. The results of the data gathering are summarized for each of the three communities: (1) an urban, primarily Asian community of Seattle, Washington with multiple language groups; (2) the larger of two El Paso, Texas, school districts, which has a majority of Hispanic Americans, and (3) two neighboring rural New Mexico school districts serving primarily Navajo students. The descriptive summaries for each community include information on the region and population, factors influencing change in educational practices for minority-language students, educational services presently available to limited-English speaking students, program exit criteria, length of stay in programs, and student achievement. It is concluded from these three descriptive studies that special language assistance programs continue to be needed, and that federal policy should be broad enough to allow communities considerable latitude in designing appropriate services. Benefit is seen in the use of the non-English home language in the classroom. Results of the analytic study of Cantonese bilingual education in the Seattle site are also summarized, including information on student characteristics, language proficiency, and literacy skills as measured by a number of distinct tests, and the literacy predictors examined. [More] Descriptors: Academic Achievement, American Indians, Asian Americans, Bilingual Education
(1988). Team Education for Adolescent Mothers. Project TEAM (Team Education for Adolescent Mothers) is a support program designed to counteract the socioeconomic consequences of early childbearing, by developing a model for providing high-quality care services for pregnant adolescents, adolescent parents, their infants, and their extended families. The project has four site locations: Washington High School and the Area Vocational Center, Ogden, Utah; Washoe High School, Reno, Nevada; Shiprock Alternative High School, Shiprock, New Mexico; and Monument Valley, San Juan, and Whitehorse High School at the Southeastern Utah Navajo Reservation. The program's four intervention components include health care, structured group counseling, child development assessments and parenting instruction, and a volunteer role model component. The components are delivered in such a way that the adolescent mother receives intense services during her initial involvement with the program and then less intense services as the adolescent becomes more responsible and is able to function more independently. A program evaluation of the small number of subjects who have completed the program's posttests showed no significant differences between the treatment group and a control group on any of the assessment instruments. [More] Descriptors: Adolescents, Child Development, Early Parenthood, Group Counseling
(1983). Occupational Stereotyping in Elementary School Children. The first of a three-part investigation, this study examined the impact of experiences with adults in nontraditional occupations on elementary school children's sex stereotyped beliefs. Objectives were to determine what career-related sex stereotypes today's children have; whether these stereotypes can be changed through a program of exposure to nontraditional workers; and whether individual sex stereotypes dictate job choice. A total of 125 children in grades K-5 of an Albuquerque (New Mexico) public school responded to 30 stick figures representing 30 different occupations, indicating whether the job was one that men, women, or both could perform, and which jobs the children would like to have as adults. As part of the project, nontraditional workers from a variety of occupations visited the classrooms. Data from the study yielded the following information: (1) attitudinal changes can be affected by exposing children to nontraditional workers; (2) direct exposure to a specific worker affected children's stereotypes regardless of sex, age, grade, or race; (3) attitudinal changes were greater for girls than boys; (4) attitudinal changes of second graders were higher than those of any other age group; and (5) for all ages, grades, and both sexes, occupational stereotypes dictate job choice. Descriptors: Attitudes, Career Awareness, Career Choice, Children
(1982). The Use of Technology in the Administration Function of School Library Media Programs. The state-of-the-art review on the use of technology in the administration of school library media programs and in school library/public library cooperation which is presented is based on a literature review and interviews with media specialists from nine states. Additional information is incorporated from a survey of the status of technology in the Albuquerque Processing Center (New Mexico), The Shawnee Mission, Kansas Schools, and Leavenworth High School (Kansas), and from commercial vendors queried to determine use of their online systems by school districts. The introduction describes the study methodology, and provides a historical perspective through an analysis of pre-1973 literature. A 17-page annotated bibliography of more recent materials is divided into the major categories of basic information or descriptive information and applications of technology. Using administrative functions outlined for the study, general and specific trends in technology utilization are analyzed in the areas of technical services, circulation, security systems, information retrieval, budgeting and staffing, and other functions. A listing of 23 recommendations for future planning concludes the report. Appendices contain the case studies from Alabama, Colorado, Florida, Illinois, Indiana, Maryland, Minnesota, New York, and Wisconsin; a list of study participants; and an interlibrary information retrieval chart. [More] Descriptors: Annotated Bibliographies, Case Studies, Elementary Secondary Education, Learning Resources Centers
(1981). A Cost-Effectiveness Analysis of Administrator Training Programs for Native Americans. Monograph. Researchers analyze the cost effectiveness of educational administrator training programs for Native Americans at four universities: Harvard, Pennsylvania State, Minnesota, and New Mexico. The programs vary in scope, duration, clientele, admissions, and five other characteristics. The programs' average costs per student are computed and are related to differences in program characteristics. The researchers then compile effectiveness rankings for seven different outcome measures, including program completion rate, post-program jobs and salaries, shifts in job aspirations, and students' perceptions of program quality, changes in their decision-making responsibilities, and realization of preprogram expectations. Program rankings on each outcome are weighted and averaged, and a measure of program cost per unit of effectiveness is computed. While one unidentified school is found to have lower costs, the authors conclude that no school can be considered more cost effective because the use of different outcomes or weights would yield different figures for cost effectiveness. They discuss the problems of analyzing the cost effectiveness of social action programs, especially in relation to variation in program goals, structures, resource constraints, and outcome measures. [More] Descriptors: Administrator Education, American Indians, Cost Effectiveness, Educational Administration
(1980). R&D Speaks: Rural & Small Schools. The goals of a rural and small schools conference held in December, 1980 in Austin, Texas are to link the region's educators who are concerned with rural and small schools at both state and local levels with current research and resources and to identify needs of rural and small schools in the region (Arkansas, Louisiana, Mississippi, New Mexico, Oklahoma, and Texas). Included are the following: "Rural Education: A Description and Challenge" (D. Carmichael); "The History of Rural & Small Schools" (E. Edington); "A Profound Transformation" (AASA slide/tape); "Developing a Rural Policy" (A. Cosby); "Achievement, Curriculum, Staffing, and Barriers to Innovation & Change" (E. Edington); "Small School Districts: Barriers to Equal Opportunities for Students?" (J. Veselka); "A State Service Center Delivery Model: Regional Education Service Centers in Texas" (T. Lawrence); "Texas' Project CITE: An Information Resource for the Region" (J. Anderson); "Special Education Training for Rural Areas" (J. Evans). Also included are comments on common misconceptions of the word "rural" and four specific recommendations for rural education: don't design rural schools using urban models; train teachers to teach in rural areas; encourage the development of rural curricula; and explore varied service delivery models for equalizing opportunity. Appendices are included. [More] Descriptors: Achievement, Ancillary School Services, Definitions, Demography
(1980). Estimates of Doctorates to Be Conferred by Western Universities in English, Philosophy and History, 1980-1982. This small study provides information on the numbers of doctorates in philosophy, history and English literature that universities in Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington and Wyoming expect to award between 1980 and 1982. A brief survey form was mailed to the heads of humanities departments at 31 Western universities that offer doctoral degrees in English, history and philosophy. The form asked respondents to estimate number of doctorates to be conferred until 1982, whether doctoral awards would increase or decrease in 1983-84, and how nonacademic employment would affect doctoral candidates. Results showed that English departments report aggregate estimates of increased numbers of doctorates in the next three years, while history departments show an increase from June 1980 to June 1981, then a sharp decline to June 1982. The estimated number of doctorates in philosophy is greater than the average of degrees conferred over the past five years. It was estimated that most programs would stabilize their doctoral population and try to control initial large numbers of doctoral awards to prospective candidates. History departments were the most active in preparing graduates for nonacademic careers; philosophy departments least active. Appendices include a list of departments surveyed, copies of cover letters and survey forms used, and a directory of advisory council members associated with the project. [More] Descriptors: Degrees (Academic), Departments, Doctoral Degrees, Educational Demand
(1978). Development of a Vocabulary Building Program for Vocational Education Students. In view of the fact that vocational education students want only the essentials of the reading curriculum, the reading center at Eastern New Mexico University (Roswell) began a program of direct vocabulary building. This method stresses application of words to be learned, making them function for the learner, as well as a high interest factor. Vocabulary was determined to be the greatest source of reading difficulty for these vocational students, although an underlying principle of the program is the assumption that not all learners need to learn the same vocabulary. The program was organized on the principle that the meaning of the unfamiliar word should be obtained through context, thus helping the student to see the relationship of the word to his or her technical interest. Of the three phases of instruction, two are not required for all students, although the technical vocabulary unit is mandatory. Phase one guides the students through chapters by means of audiotape, calling attention to unfamilar general vocabulary terms. Phase two consists of a diagnostic pretest, a vocabulary contextual teaching session, and an evaluative posttest. The third phase is designated for technical vocabulary development. Students who have used the program have developed both in vocabulary and in technical ability. Descriptors: Adult Reading Programs, Context Clues, Postsecondary Education, Reading Centers