This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Austin Southwest Educational Development Lab., Roberto Gallegos, Joseph B. France, Martha R. Burt, Anne Gallegos, Washington Congress of the U.S., Barbara Cohen, Oren L. Christmas, William L. Johnson, and Minorities Task Force on Women.
(1988). State Activities and Programs for the Homeless: A Review of Six States. This report describes the activities and policies for the homeless of six states both before and after implementation of the Federal Stewart B. McKinney Homeless Assistance Act of 1987. The states covered are California, Connecticut, Georgia, New Mexico, Ohio, and Wisconsin. The following chapters are included: (1) "Introduction"; (2) "State Policy Development and Coordination," which includes information on State and non-government activities, and development of the comprehensive plan required by the McKinney Act; (3) "State Legislation and Funding Specifically Pertaining to Homelessness," which includes McKinney Act funding and information on each of the six states; (4) "Specific Program Areas," which include shelter, housing, food programs, health and mental health, income assistance, employment and training, education, and case management and coordination; (5) "Other McKinney Act Concerns," which include duplication of services, service gaps, and needed services, barriers to program development and service receipt, data collection, reports and studies, training and technical assistance, conferences and forums, and service standards; and (6) "Summary and Conclusions." Appendix A lists the people interviewed during site visits. Appendix B provides an interview guide for use during the visits. A list of 18 references is included. [More] Descriptors: Compliance (Legal), Federal Programs, Homeless People, Housing Needs
(1987). Task Force on Women, Minorities and the Handicapped in Science and Technology: Public Hearing. Report of the Proceedings (Kansas City, Missouri, December 1, 1987). The Task Force on Women, Minorities, and the Handicapped in Science and Technology was established by the U.S. Congress in Public Law 99-383 with the purpose of developing a long-range plan for broadening participation in science and engineering. Public hearings were held in Albuquerque (New Mexico), Atlanta (Georgia), Baltimore (Maryland), Boston (Massachusetts), Chicago (Illinois), Kansas City (Missouri), and Los Angeles (California) between Fall 1987 and Spring 1988. The final report of the task force was produced in December, 1989. This document is the verbatim transcript of the closed session and public hearing. Co-Chairs Mr. Jaime Oaxaca and Dr. Ann Reynolds presided over the meeting and hearing. The document includes a statement by Mr. John McKelvey, and reports of the social aspects, employment, higher education, and pre-college education subcommittees. Speakers at this hearing included: (1) Ms. Joann Platt; (2) Dr. Diana G. Helsel; (3) Mr. Tom Cummings; (4) Mr. Douglas Juarez; (5) Ms. Dawn Cunningham; (6) Ms. Karen Hummel; (7) Dr. Edith Jones; (8) Mr. John McTague; (9) Mr. Nate Thomas; (10) Dr. Patricia McCorquodale; (11) Mr. Jose de Jesus Esteban; (12) Ms. Cheryl Fisher; (13) Dr. Charles Rankin; (14) Dr. Manuel Berriozabal; (15) Dr. Gene Hampton; (16) Dr. Walter Smith; (17) Dr. Jerry Kollros; and (18) Dr. Don Ahshapanek; (19) Dr Elizabeth Applebaum; (20) Ms. Ruth Margolin; and (21) Dr. Joseph Estrada. A closed discussion of the task force focused on plans for the California meeting. [More] Descriptors: Access to Education, College Science, Disabilities, Elementary School Science
(1988). Chicana Doctoral Students: Another Look at Educational Equity. Telephone interviews with Chicanas–30 graduates and 20 dropouts from Title VII Bilingual Education Doctoral Fellowship Programs in Arizona, California, Colorado, New Mexico, and Texas are reported. The study sought information on how the Chicanas' perceptions of racism, sexism, economics, family responsibilities, support networks, role models, and mentors affected persistence and graduation. The present report addresses the resulting demographic profile and racism and sexism variables. Results show a significant relationship between persistence and marital status, but no statistically significant relationship with age or existence of dependents, and no significant relationship with perception of racism or sexism. However, a majority of the Chicanas felt they were victims of sexism and about one-fifth felt they were victims of racism in the program. Recommendations for improvement of the situation include an end to sexual harassment, equitable distribution of research and teaching assistantships, institutionalization of bilingual education doctoral programs, sincere institutional efforts to employ ethnic minority and women faculty who can serve as role models, and universities with high rates of success in graduating these fellows be studied for traits contributing to that success. Descriptors: Academic Persistence, Bilingual Education, Doctoral Programs, Economic Factors
(1988). The Interaction between Families of Culturally Diverse Handicapped Children and the School. This study examined the perceptions and concerns of parents of culturally diverse children with disabilities about: their children's performance at home and school; the role of the school in educating their children; and interactions with the educational system. Twelve families, six Anglo and six Hispanic, with children placed in special education classes in a southern New Mexico community, were the subjects. An interviewer conducted 1-hour, unstructured interviews in the homes of the families and provided researchers with the recorded interview, handwritten notes, and oral discussions related to the interview experience. Results of the interview show some differences in understanding, attitudes, and information-seeking behavior with regard to the services provided the children. Both Hispanic and Anglo families had some difficulty interpreting information given to them, felt their children needed more homework, and felt their children at certain identified disability levels were not handicapped or would outgrow their conditions. Only parents with children at a higher disability level gave a medical term to the disability. None could cite a cause for the disability or expressed feelings of guilt. Socioeconomic levels impacted most on those who felt beneficial aids were unaffordable. Implications for future research and programming are outlined. Descriptors: Comparative Analysis, Disabilities, Elementary Secondary Education, Family School Relationship
(1989). Job Placement Services. Validation Manual for Exemplary Programs and Practices. Regional Rehabilitation Exchange. This manual was prepared by the Regional Rehabilitation Exchange (RRX) project to assist rehabilitation and independent living organizations and programs in submitting information to gain recognition as an exemplary program model for job placement services. The manual is intended for programs and organizations in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. RRX job placement services include any services that result specifically in the placement of persons with disabilities in competitive employment positions. Such services may be targeted to persons with a wide range of disabilities, including learning disabilities, mental retardation, mental illness, and/or physical disability. The manual provides information about the background and purposes of the RRX, identifies the scope of the RRX project, lists the prerequisites and criteria for validation, describes the RRX validation process, identifies 10 critical factors (program goals and objectives, target population, documentation and good recordkeeping, success rate, cost effectiveness, comprehensiveness, evaluation criteria, staffing patterns, transportability, and innovativeness) used in determining exemplary programs, provides information on completing the Information Request Form, and identifies implications for validated programs. A completed sample Information Request Form for job placement services is included. [More] Descriptors: Adult Vocational Education, Demonstration Programs, Disabilities, Job Placement
(1988). Welfare Reform. Hearing before the Committee on Finance. United States Senate, One Hundredth Congress, Second Session (February 4, 1988). Part 3 of 3. This hearing, the third of three on welfare reform, focuses on the problem of child support and ways to improve the current system. One child in four now lives with a single parent; these children must receive the support that they are due. The hearings also focused on the problems of unemployed parents, and how the welfare system can help prepare welfare recipients for the long term through training, education, and job placement. Among the witnesses were the following: (1) Jeff Bingham, Senator, New Mexico; (2) Thad Cochran, Senator, Mississippi; (3) Jim Mattox, Attorney General, Texas; (4) Pierce A. Quinlan; (5) Gerald W. McEntee, American Federation of State and County Municipal Employees; (6) Regina S. Lipscomb, West Virginia Department of Human Services; (7) Carl B. Williams, Greater Avenues for Independence; (8) Cindy C. Haag, Utah Department of Social Services; (9) Robert G. Williams, Policy Studies, Inc.; (10) Robert Greenstein, Center on Budget and Policy Priorities; (11) David L. Levy, National Council for Children's Rights; and (12) Margaret Prescod, Black Women for Wages for Housework. Also appended are the prepared statements of the witnesses and other material submitted for the record. [More] Descriptors: Child Advocacy, Child Support, Child Welfare, Cost Estimates
(1989). Partners in Science. High School-College Research Partnerships. A Report on the 1988 Grants and Conferences. The declining U.S. student interest in science and U.S. students' poorer performance on standardized tests as compared to their counterparts in other developed nations raise serious concerns over the future of the sciences in the United States. After reviewing the available data, the staff and board of Research Corporation set as one of its major goals to increase the flow of young people into the sciences with programs related to the corporation's expertise. The partnerships which evolved from this goal combine college research with the opportunity for high school teachers to participate in research in many areas of science and invigorate their high school teaching as a result of their experiences. In early 1988, 33 awards were granted in Arizona, California, and New Mexico. Two conferences were organized to facilitate this program. Summaries of the summer experiences and the findings of each conference are the topics of this report. Lists of conference participants, awards, and guidelines for the High School-College Research Partnerships appear in the appendices. Descriptors: College School Cooperation, College Science, Cooperative Programs, Educational Cooperation
(1989). RRX Catalog of Exemplary Programs and Practices. Regional Rehabilitation Exchange. This document surveys the rehabilitation and independent living community in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas for programs and practices that demonstrate especially effective service delivery and can serve as role models. Section 1, the introduction, identifies the background and purposes of the Regional Rehabilitation Exchange (RRX) project, describes its scope, explains the RRX validation process, lists the prerequisites for validation, presents the criteria for validation, describes the assessment of critical factors, and identifies the implications for validated programs. Members of the Peer Review Advisory Council are listed in Section 2. Section 3 identifies staff associates in the five states in Rehabilitation Services Administration Region VI. Six exemplary programs of independent living services are profiled in Section 4. Section 5 provides descriptions of two exemplary programs for job placement services. Five exemplary programs in supported employment services are described in Section 6. Section 7 provides descriptions of four exemplary programs of transitional services. Each program description contains many of the following categories: name of the program, contact person, organizational client populations served, organizational services and activities, organizational mission, organizational profile, program description, program components, program characteristics, model activities, program outcomes, costs, staff, and a contact for further information. [More] Descriptors: Adult Vocational Education, Demonstration Programs, Disabilities, Employment Services
(1989). Transitional Services. Validation Manual for Exemplary Programs and Practices. Regional Rehabilitation Exchange. This manual was prepared by the Regional Rehabilitation Exchange (RRX) project to assist rehabilitation and independent living organizations and programs in submitting information to gain recognition as an exemplary program model for transitional services. The manual is intended for programs and organizations in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. RRX transitional services include any short-term training activities and/or related services that promote the transition of persons with disabilities to competitive working life and may be targeted to persons with a wide range of disabilities, such as learning disabilities, mental retardation, mental illness, and/or physical disabilities. Services may be offered through secondary or postsecondary schools or community-based programs and facilities for adult clients. The manual provides information about the background and purposes of the RRX, identifies the scope of the RRX project, lists the prerequisites and criteria for validation, describes the RRX validation process, identifies 10 critical factors (program goals and objectives, target population, documentation and good recordkeeping, success rate, cost effectiveness, comprehensiveness, evaluation criteria, staffing patterns, transportability, and innovativeness) used in determining exemplary programs, provides information on completing the Information Request Form, and identifies implications for validated programs. A completed sample Information Request Form for transitional services is included. [More] Descriptors: Adult Vocational Education, Demonstration Programs, Disabilities, Education Work Relationship
(1988). Task Force on Women, Minorities and the Handicapped in Science and Technology: Public Hearing. Report of the Proceedings (Baltimore, Maryland, May 4, 1988). The Task Force on Women, Minorities, and the Handicapped in Science and Technology was established by the U.S. Congress in Public Law 99-383 with the purpose of developing a long-range plan for broadening participation in science and engineering. Public hearings were held in Albuquerque (New Mexico), Atlanta (Georgia), Baltimore (Maryland), Boston (Massachusetts), Chicago (Illinois), Kansas City (Missouri), and Los Angeles (California) between Fall 1987 and Spring 1988. The final report of the task force was produced in December, 1989. This document is the verbatim transcript of the public hearing. Dr. Howard Adams presided over the hearing. Following opening comments by Dr. Adams, speakers included: (1) Dr. Joseph T. Durham; (2) Dr. Homer D. Franklin; (3) Ms. Gertrude R. Jeffers; (4) a panel on the disabled (Dr. David Lunney, Dr. John Gavin, and Dr. Edward Keller); (5) Dr. Jo Wessels; (6) Mr. Ted Habarth; (7) Dr. Jerry Teplitz; (8) Dr. George Carruthers; (9) Dr. Howard Adams; (10) Mr. Thomas G. Sticht; (11) Ms. Ann Kahn; (12) Mr. Clennie Murphy; (13) Dr. Harold W. Stevenson; (14) Ms. Freda W. Kurtz; (15) Dr. Rita Colwell; (16) Dr. Janice Petrovich; (17) Dr. Barbara Mandula; (18) Dr. Lucy Morse; (19) Dr. Carol Weathers; (20) Mr. Daniel Thomas; (21) Ms. Marilyn Krupshaw; and (22) Dr. Michele Block. [More] Descriptors: Access to Education, College Science, Disabilities, Elementary School Science
(1989). Why Enroll? Student Enrollment Strategy in the College of Agriculture and Home Economics. A study was conducted to investigate the factors related to freshman student enrollment in the College of Agriculture and Home Economics at New Mexico State University. A Likert-type survey instrument was developed and administered to a random sample of 106 freshman students enrolled in the college during the 1989 spring semester, excluding those enrolled in home economics. Usable responses were received from 83 (78 percent) of the students surveyed. Factors that students considered influential in their decision to enroll in the college included their agricultural experiences, the perceived opportunities in agriculture, their interest in agriculture, involvement in the secondary agricultural education program, and a feeling of usefulness. Parents were the most influential persons in the students' choice of course of study. Other influential factors included students' secondary program and participation in 4-H clubs. Based on the study, recommendations were made that the college's recruitment efforts should focus on (1) the opportunities available in the field of agriculture; (2) the personal feeling of usefulness or accomplishment possible through employment in the agricultural industry; (3) providing agriculturally related experiences for students; and (4) the parents/guardians of students as influences. [More] Descriptors: Agricultural Education, College Programs, Enrollment Influences, Enrollment Trends
(1988). A Study of the Training Needs in Preservice and Inservice Bilingual Education. This study investigated the priorities in preservice and inservice teacher training for bilingual education in West Texas and Eastern New Mexico. In the report, trends in the provision of bilingual teacher training are reviewed, the development of a survey for school districts to identify specific training needs is described, and the study's findings are summarized. The survey development process involved: the development of a pool of subscaled questions; the development of questionnaire forms and a pool of instrument questions; the selection of bilingual education personnel to respond to the scale; administration of the scale; the development of computer programs for scoring and classification; and reliability and validity assessments. In the study, 200 bilingual personnel rated their competence and desire for training in 40 specific areas within 6 general areas. Results indicate priority training needs are in (1) evaluation techniques, (2) language, linguistics and content; (3) curriculum and instruction; and (4) culture, with (5) staff organization and (6) human skills ranked lower. The findings suggest that bilingual personnel need and wish preservice and inservice training in bilingual education. Descriptors: Bilingual Education, Course Content, Curriculum Design, Educational Needs
(1987). Recognizing the Needs of the Homeless and the Hungry. This publication describes services of selected American Red Cross chapters to the homeless and the hungry. Chapter profiles provide information on how chapters of various sizes develop, fund, and implement programs in response to their communities' needs. Program descriptions detail the chapters' fund-raising from private, public, and voluntary sources. The report includes program profiles of the following chapters providing shelter to the homeless: (1) Champaign County (Illinois); (2) Greater Cleveland (Ohio); (3) Kalamazoo County (Michigan); (4) Lancaster County (Pennsylvania); (5) Los Angeles (California); (6) Lower Bucks County (Pennsylvania); (7) Mid-Rio Grande (New Mexico); (8) Onslow County (North Carolina); (9) Oregon Trail; (10) Prince William County (Virginia); (11) Santa Barbara County (California); (12) Thurston-Mason County (Washington); and (13) Virginia Capital. Programs providing food and shelter to the homeless are described for the following Red Cross chapters: (1) Deschutes County (Oregon); (2) Manitowoc County (Wisconsin); (3) Marion County (Ohio); (4) Midland County (Michigan); and (5) Tallahassee (Florida). The following chapter programs providing services to the hungry are profiled: (1) Massachusetts Bay; (2) Broward County (Florida); (3) Brown County (Texas); (4) Camden County (New Jersey); (5) Greater Miami (Florida); and (6) Pasadena (California). Program profiles for the Mid-Michigan chapter, which provides food, shelter, furniture, and job training for the homeless, and the St. Louis Bi-State chapter, which provides shelter and transportation, are presented. Five figures and samples of forms, letters, and certificates are included. Descriptors: Community Coordination, Community Services, Economically Disadvantaged, Emergency Programs
(1989). Supported Employment Services. Validation Manual for Exemplary Programs and Practices. Regional Rehabilitation Exchange. This manual was prepared by the Regional Rehabilitation Exchange (RRX) project to assist rehabilitation and independent living organizations and programs in submitting information to gain recognition as an exemplary program model for supported employment services. The manual is intended for programs and organizations in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. Such services generally provide training, placement, and long-term support that is necessary for clients to continue employment. RRX supported employment services are designed to enable clients with severe disabilities to secure and maintain employment. Such programs are designed for persons with disabilities so severe that they are not eligible for traditional vocational rehabilitation services. The manual provides information about the background and purposes of the RRX, identifies the scope of the RRX project, lists the prerequisites and criteria for validation, describes the RRX validation process, identifies 10 critical factors (program goals and objectives, target population, documentation and good recordkeeping, success rate, cost effectiveness, comprehensiveness, evaluation criteria, staffing patterns, transportability, and innovativeness) used in determining exemplary programs, provides information on completing the Information Request Form, and identifies implications for validated programs. A completed sample Information Request Form for supported employment services is included. [More] Descriptors: Adult Vocational Education, Demonstration Programs, Disabilities, Employment Services
(1989). Independent Living Services. Validation Manual for Exemplary Programs and Practices. Regional Rehabilitation Exchange. This manual was prepared by the Regional Rehabilitation Exchange (RRX) project to assist rehabilitation and independent living organizations and programs in submitting information to gain recognition as an exemplary program model for independent living services. The manual is intended for programs and organizations in Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. RRX independent living services include a broad range of services designed to improve the quality of life for persons with severe disabilities by way of organizations and programs that are controlled by the consumers of the services themselves. Such services may include housing, transportation or mobility services, living skills, counseling, community integration, and/or employment-related services. The manual provides information about the background and purposes of the RRX, identifies the scope of the RRX project, lists the prerequisites and criteria for validation, describes the RRX validation process, identifies 10 critical factors (program goals and objectives, target population, documentation and good recordkeeping, success rate, cost effectiveness, comprehensiveness, evaluation criteria, staffing patterns, transportability, and innovativeness) used in determining exemplary programs, provides information on completing the Information Request Form, and identifies implications for validated programs. A completed sample Information Request Form for independent living services is included. [More] Descriptors: Access to Education, Adult Vocational Education, Deinstitutionalization (of Disabled), Demonstration Programs