Bibliography: New Mexico (page 160 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Judith W. Busch, James R. Forsberg, Albert Arellano, Lawrence H. Erpelding, Patrick E. McBurnette, Walter P. Lazdowski, John R. Juarez, Princeton Educational Testing Service, Washington National Education Association, and Inc. RJ Associates.

RJ Associates, Inc., Arlington, VA. (1974). A Study of Selected Socio-Economic Characteristics of Ethnic Minorities Based on the 1970 Census. Volume 3: American Indians. Today, there are 827,000 American Indians and Alaskan Natives in the United States. Although found throughout the U.S., nearly two-thirds live in the states of Oklahoma, Arizona, California, New Mexico, Alaska (including Eskimos and Aleuts), North Carolina, South Dakota, and Washington. While in 1930 only 10 percent of the Indians lived in urban areas, by 1970 45 percent lived in urban areas. Selected data from the 1970 U.S. Census were analyzed in this report. Detailed socioeconomic information by urban and rural residence was obtained from publications of the U.S. Census Bureau based on tabulations from the 1970 Census. Since data for Aleuts and Eskimos were not available in the 1970 Census, a data profile was derived from data on other races residing in Alaska. The analysis consisted of national and local data focusing on such population characteristics as family structure, education, employment, income, poverty, housing, sanitation, and health. Data from selected local areas were analyzed to highlight only those situations where local data varied markedly from or were otherwise notable in comparison to the national data. Problems such as rural isolation, language, self-identification, definitions of race and residence, and cultural factors which contributed to the Census undercount were discussed.   [More]  Descriptors: Academic Achievement, Age, American Indians, Census Figures

Erpelding, Lawrence H., Comp. (1976). Proceedings of the Annual Central Region Research Conference in Agricultural Education (30th, Columbus, Ohio, August 3-5, 1976). Thirteen papers constitute the major portion of the proceedings of a conference designed to review and analyze current research, to identify research priorities, and to provide a challenge for the continuing improvement of the planning, conduct, and implementation of research in agricultural education: (1) Research in Agricultural Education from a Different Perspective, (2) Professional Competencies of Vocational Agricultural Instructors: The State of the Art and the Science, (3) Attitude Development as a Part of Teacher Education Programs, (4) Identification of the Occupational Competencies Needed in the Area of Agri-Chemicals, (5) A Cost-Effectiveness Analysis of Selected Vocational Education Programs in Area Vocational Centers and Local Comprehensive High Schools, (6) Factors Related to the Success of New Mexico Vocational Agriculture Teachers as FFA Advisors, (7) The Effect of Instructional Materials on the Leadership and Character Development of Vocational High School Students in Indiana, (8) Improving Research in Departments of Agricultural Education, (9) Performance-Based Teacher Education, (10) The Development and Pilot Testing of Instruments and Procedures for Advisory Councils to Use in Evaluating Vocational Programs, (11) Curriculum Materials from National Defense Organizations, (12) Metric Education Instructional Materials for Vocational Agriculture, and (13) Problems of the Profession Needing Attention. Also included are a conference summary, program, minutes, and list of participants (graduate students, teacher educators, and State supervisors from 11 States).   [More]  Descriptors: Agricultural Education, Competency Based Education, Conference Reports, Curriculum

McBurnette, Patrick E.; And Others (1976). Two Studies on Student Perceptions of Isolation in Desegregated School Settings. Two studies reporting the results of surveys of minority student perceptions of isolation extant in desegregated school settings in Texas and New Mexico are presented. Study I involved Mexican-American students who were given a 25-item questionnaire concerning their perceived educational environment. Students were asked to what extent each condition existed in their school and to what extent it should exist. A discrepancy between the two responses indicated an area of perceived isolation. A factor analysis was conducted on the discrepancy scores to investigate clustering of areas of isolation and to verify the construction of the instrument into social, academic and extracurricular areas. In study II a 26-item instrument for assessing perceived student needs in various areas of cultural specifics was administered to 200 students in grades seven through twelve. The instrument allowed for the identification of perceived student needs through a comparison of their responses to each item across the response columns. The first column response indicated how strongly the student agreed with the proposition contained in each item; second column response indicated a perception as to the extent that the proposition contained in each item is presently being taught in the school curriculum. Results are reported on the basis of the total sample analysis, of an ethnicity analysis and of a sex analysis.   [More]  Descriptors: Anglo Americans, Black Students, Cultural Isolation, Desegregation Effects

Benham, William J. (1975). An Indian Education Resources Center. An Indian Education Resources Center has been established in Albuquerque, New Mexico, to improve educational opportunities for American Indian students. Part of the Bureau of Indian Affairs' Central Office of Indian Education Program, the center was established after a thorough review of the Bureau's Central Office education operations revealed a need to locate some Washington, D.C. office services closer to the scene of action. Therefore, a Field Service Office was established in Albuquerque, and part of the Washington-based education staff located there. In August 1972 the name was changed from Field Services to the Indian Education Resources Center. The center's main goal is to serve Indian education by providing leadership or help for change, and resources for improvement and advocacy of Indian rights. It provides services to Indian students enrolled in public and Federal schools and colleges and universities. The center includes five divisions: (1) the Division of Evaluation, Research and Development; (2) the Division of Continuing Education; (3) the Division of Educational Assistance; (4) the Division of School Facilities; and (5) the Division of Educational Audio-Visual Services. This paper discusses the services provided by each division.   [More]  Descriptors: Agency Role, American Indians, Audiovisual Centers, Education Service Centers

Miller, Jon, Ed.; And Others (1977). Rural Services. Presented are 10 papers resulting from a workshop, involving representatives from 33 state developmental disabilities councils, designed to examine common problems and issues confronting developmentally disabled citizens in rural areas. Entries include the following titles and authors: "Who, What, and Where–Studying Prevalence of Developmental Disabilities in West Virginia" (D. Lindberg); "Service Delivery in Rural Areas–Context, Problems, and Issues" (C. Horejsi); "Kittens Versus Cats" (some strategies for developing effective rural programs, with emphasis on problems specific to developmental programs for adults) by R. Harper and R. Schalock; "Developmental Disabilities Manpower Development in Rural Areas–County Agent's Model" (F. Dennis); "Southwestern New Mexico Services to Handicapped Children and Adults, Inc.–A Rural Delivery System" (B. Gray); "Client Identification–Idaho Child Find and Public Awareness" (L. Gibbs); "TRIP–A Comprehensive Transportation Plan for West Virginia" (R. Payson); "Hi-Line Training–An Approach to Home Training and Respite Care for the Developmentally Disabled in Rural Montana" (S. Hubbard); "Service to the Developmentally Disabled–A Component of a Model Rural Health System" (S. Davis); and "Seeds of Common Sense" (description of a program designed to maximize resources available in semi-rural Connecticut) (T. Bergeron). Provided in the appendixes are reports from special workshop sessions on the concerns of minimum allotment states and minority populations in rural areas.   [More]  Descriptors: Conceptual Schemes, Conference Reports, Delivery Systems, Developmental Disabilities

Piele, Philip K.; Forsberg, James R. (1977). Property. While the types of cases reported in this year's chapter are essentially the same as those reported in last year's, the number of certain types of cases have changed–in some instances significantly. For example, the number of cases raising constitutional issues in the areas of school construction, location, and property use have declined. On the other hand, there has been a significant increase in the number of cases involving challenges to the outcome of school bond referenda. In Texas, Connecticut, New Jersey, New Mexico, Tennessee, and Iowa, taxpayers, failing to defeat school bond referenda at the polls, have tried to reverse the outcome in the courts. Unless there is evidence of willful misconduct or fraud, however, the courts are still reluctant to overturn the results of elections. But, in a few cases involving property attachment and detachment and school closures, the courts are not at all reluctant to reverse school board decisions, particularly those in which the board appeared to place cost considerations above the general welfare and educational opportunities of the students. Descriptors: Boards of Education, Bond Issues, Constitutional Law, Contracts

Stout, Steven Owen (1977). English Non-Uniformity: A Non-Adult Form of Ethnic English. The paper examines interpretive aspects of English non-uniformity among fifth and sixth grade Native Americans at Laguna Elementary School, Laguna, New Mexico. Speaker assessments of instances of uninflected "be" are ordered to form an implicational scale. The variability in the students' assessment pattern is compared to previous inter-ethnic testing and scaling. Considerable lack of mid-range progressions is documented in the response population. Two polar groups of students are identified by the patterning of their assessments. Although social variables are reported not to condition this non-uniformity, the addition of assessments from adult community members fills in mid-range progressions. This suggests either that non-adults can start at two ends of the constructed English continuum and still converge in a common lectal area as adults, or that rapid linguistic change has caused non-adults to diverge from adult patterns or standards. Practical aspects of non-uniformity and developmental or change stages thereof are potentially far-reaching for curriculum planning, development of instructional strategies and techniques of measurement and evaluation. Additional kinds of questions are raised, and data sources necessary for further interpretive exploration are identified. Descriptors: American Indians, Bilingualism, Child Language, Dialect Studies

Juarez, John R. (1975). Subordinate and Superordinate Science Process Skills: An Experiment in Science Instruction Using the English and Spanish Language with Fifth Grade Children in Bilingual Schools. The purposes of this study were to determine if single language instruction was more efficacious than bilingual instruction in a science context and to investigate the transfer of learning science content and process skills from one language to another. Fifth-grade children from four schools in New Mexico who had had bilingual education for at least four years were randomly assigned to one of four treatment groups, and were instructed in subordinate and superordinate units of science. Three dependent measures were administered. Two measures sampled student performance in science activities; one was administered after initial science instruction, the other at the completion of the study. Measures were also administered for student language preference and attitude toward science instruction. The major finding of the study was that there were no significant differences between treatment groups receiving instruction bilingually and those having single language instruction. The students receiving total instruction in English did no better on the dependent measures than those students receiving total instruction in Spanish, and students receiving instruction in both Spanish and English performed just as well as those instructed in a single language. The students showed a statistical preference for a bilingual environment as opposed to a monolingual environment.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Doctoral Dissertations, Educational Research

Forgione, Pascal D., Jr.; And Others (1975). The Rationales for Early Childhood Education Policy Making: A Comparative Case Study Analysis. This report describes early childhood education policy making and legislation in several states and discusses research methodology for comparative case study research. The first part of the study provides a historical account of the emergence of the national compulsory attendance movement in the 19th century, and the corresponding growth of early childhood education. In the second part of the report, extensive case studies of five states (West Virginia, California, New Mexico, Ohio, and Georgia) that initiated kindergarten legislation between 1971 and 1973 are presented. Considered in each state case study are such issues as: (1) rationales that state policy makers have used to support early childhood education policy initiatives, (2) background of the reform, (3) response to proposed legislation, (4) development of the change, (5) opposition to the reform, and (6) legislative leadership necessary to effect the change. Social, political, fiscal, and research rationales of the reform legislation are discussed and compared. In the third section of the document, research methodology and survey techniques, materials, and results are discussed in great detail. The final chapter contains a selected bibliography.   [More]  Descriptors: Change Agents, Change Strategies, Comparative Analysis, Early Childhood Education

National Education Association, Washington, DC. (1976). Bilingual Multicultural Education. This collection was prepared with the purpose of making National Education Association members more aware of the current issues and efforts in bilingual/ multicultural education. It consists of an introduction by Carmel E. Sandoval and the following chapters: (1) "Bilingual Education in Public Law 93-380," by the U.S. Office of Education, Region VI; (2) "State Bilingual Education Programs: A New Front," by the National Conference of State Legislators; (3) "Outline for a Comprehensive Education Plan," by the Cultural Awareness Center and Trilingual Institute (CACTI) of the University of New Mexico; (4) "Background Leading to "Lau vs. Nichols," by CACTI; (5) "CACTI Advisory/Evaluative Committee Directory and Activities"; (6) "ESAA Funding of Bilingual Programming," by the National Association of Educational Broadcasters; (7) "Bilingual Programs and Grants in Institutions of Higher Education," by the Dissemination and Assessment Center for Bilingual Education (DACBE); (8) "General Assistance Centers, Type A and Type B (Lau)"; (9) "A Selective Educational Bibliography of Information and Resources Useful in Bilingual/Multicultural Education," by the Southwest Bilingual Education Resource Center; (10) "Guide to Teacher Education Programs for Bilingual/Bicultural Education in U.S. Colleges and Universities," by DACBE.   [More]  Descriptors: Bibliographies, Biculturalism, Bilingual Education, Bilingual Schools

Busch, Judith W.; Blackwell, Peggy J. (1977). Role Expectations of Parents of High School Students. This paper discusses a study conducted with 100 parents of high school-age students in Albuquerque, New Mexico, to determine the nature and range of their goals for secondary education. Each parent participated in an open-ended, tape-recorded interview. Results of these interviews, while qualitative, revealed basic sex-role expectations of parents for their children. Some parents, primarily middle- to upper-class Anglo, directed their comments specifically toward expanding the limits of traditional sex roles, and while no parent mentioned that girls might choose to remain single, many mentioned that boys might choose to remain bachelors. Most parents commenting on sex roles were basically conservative and assumed girls would be wives and mothers first and professional workers second. Parents also ranked the 12 general outcomes (purposes of education) and the 47 Mediate Goals (manner in which education is accomplished) derived from the interviews. The pattern of priorities indicated that women were more concerned with the day-to-day operation of the school system, stressing discipline, obedience, evaluation of teachers and administrators, and personal development. Men emphasized basic skills, working with others, vocational guidance and training, physical fitness, and equal opportunity. Descriptors: Educational Objectives, Educational Research, Expectation, Parent Aspiration

Guerrero, Adalberto; Arellano, Albert (1973). Institute for Guidance, Counseling, Administrative, Supervisory and Teaching Personnel in Vocational Programs for Chicano Students at the Secondary or Post-Secondary School Level. Final Report. The goal of the project was to provide educational and guidance personnel in vocational and technical fields with new perspectives relating to teaching and counseling Mexican-American students. A two-week institute was held in June, 1973 at the University of Arizona for counselors, administrators, teachers, and student representatives of high schools with large minority populations in Arizona, New Mexico, and California. Objectives of the institute related to providing career information and increasing awareness of cultural differences. Based on participant assessment of the problems facing the Mexican-American students in their relationship with counselors and teachers, a pilot program to increase the relevancy of the school program was developed. Also developed were programs for a bilingual resource center and a program to improve communication between teachers and minority students–project "RAP." The report of the project describes the institute, presents the programs developed, and includes the program schedule and participant lists. The evaluation instrument is also included with tabulated results and comments from participating groups–administrators, students, counselors, and teachers.   [More]  Descriptors: Career Counseling, Cultural Awareness, Cultural Differences, Institutes (Training Programs)

Chambers, M. M. (1979). Appropriations: State Tax Funds for Operating Expenses of Higher Education, 1979-1980. Information about tax assistance to public universities and colleges for 1979-1980 is provided. The report details state tax-fund appropriations alphabetically by state for operating expenses of higher education. Among findings were that the 50 states appropriated more than $19 billion for annual operating expenses in fiscal year 1979-1980, that state appropriations for operating costs of higher education registered an overall increase over the last two years somewhat higher than the rate of general inflation, and that the prices of goods and services purchased by colleges and universities have more than doubled over the last 11 years. Included in the highlights of the 1980 figures are reports of two-year rates of gain ranging from eight percent to 43 percent (with a median of 21 percent). Among the states at the high end of the gain are California, Louisiana, Arkansas, Kentucky, Oklahoma, New Mexico, South Carolina, and Tennessee. The states showing the lowest percentage of gain include Connecticut, Pennsylvania, New Hampshire, Montana, Colorado, Idaho, Arizona, West Virginia, Alaska, and Hawaii. The general trend is seen to be one of a slowing down of the tempo of growth of state tax support, but with growth nonetheless continuing. Descriptors: Budgets, Comparative Analysis, Educational Finance, Higher Education

Educational Testing Service, Princeton, NJ. (1977). Basic Skills Assessment Around the Nation. An ETS Information Report. Minimim standards and basic skills assessment activities at the federal, state, and local school district level, as of September 1977, are summarized, indicating the broad range and variety that exists nationwide. Minimal competency testing is mandated by law in eleven states: California, Colorado, Florida, Louisiana, Maine, Maryland, Nevada, New Jersey, North Carolina, Oregon, and Virginia. Another ten have experimental or operating programs based on state board or state department of education rulings. They are Arizona, the District of Columbia, Georgia, Idaho, Michigan, Missouri, Nebraska, New York, Pennsylvania, and Vermont. Programs are in the planning stage in fifteen states: Alabama, Connecticut, Delaware. Kentucky, Massachusetts, Minnesota, New Mexico, North Dakota, Ohio, South Carolina, Tennessee, Texas, Utah, Washington, and Wisconsin. Seven of these states–Massachusettes, Minnesota, North Dakota, Ohio, South Carolina, Tennessee, and Washington–also have legislation pending. In eleven states, minimal competency programs are under study: Alaska, Hawaii, Illinois, Indiana, Rhode Island, and West Virginia. The remaining states–Arkansas, Montana, South Dakota, a continuing process, subject to change and legislative action. Despite difficulties in Montana, South Dakota, defining minimum level, and a concern that levels of proficiency will be set so low that they become worthless, evidence from existing programs indicates that these problems are not insurmountable. Three major measures which are available–the Adult Performance Level Program, the Basic Skills Assessment Program, and the Test of General Educational Development–are briefly described, and 24 bibliographical references are included.   [More]  Descriptors: Academic Standards, Achievement Tests, Basic Skills, Competency Based Education

Lazdowski, Walter P. (1976). Discovery Sessions Accentuate the Positive. In this experiment, New Mexico State University's College of Continuing Education sponsored a college-discovery program designed to tap a pool of prospective college students hitherto ignored: veterans, housewives, and those others who simply were afraid to try for a college education because of uncertainty concerning their capabilities. Participants, 65 adults who ranged in age from 18 to 56, attended the four-week summer session. Each class session was equally divided between academic instruction (reading, math, and study skills) and career counseling. The stated purpose of the course was to acquaint students with the university, offering them a chance to savor academia and to assess their abilities to compete in the university environment. The bulk of personalized instruction was derived from teacher-made dittos on studying, note taking, skimming and scanning techniques, library skills, and exam preparation. A text was used to promote literal, critical, and affective comprehension of materials. Analysis of results indicated that great strides were evidenced by all those involved–of the original 65 enrollees, 29 applied for the fall semester, and several others expressed their intentions to continue higher education at a later date.   [More]  Descriptors: Adult Education, Career Planning, College Preparation, College Programs

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