Bibliography: New Mexico (page 168 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Suzanne Losee, Fred Lillibridge, Heather McCollum, Rosalie A. Schenck, Washington National Association of State Universities and Land Grant Colleges, Frederick C. Wendel, Laurence French, Debi Buckner, Alexander W. W. Russo, and Beverly Richards.

Brush, Lorelei; And Others (1993). Assessment of Training and Housing Needs within Tribally Controlled Postsecondary Vocational Institutions. A Description of Facility and Housing Needs and Five-Year Projections for Meeting Facility and Housing Needs. This document contains two reports that assess the facilities and equipment needs of two American Indian technical institutions, and suggest 5-year plans. United Tribes Technical College in Bismarck (North Dakota) provides l-year and 2-year vocational-technical programs to about 280 American Indian students. Because most have low incomes and/or dependent children, or never lived off their reservations, the college also provides housing and a variety of support services. Most buildings are nearly 100 years old and require major repairs and renovations. Expansion of enrollment to accommodate students on waiting lists requires construction of additional family housing, dormitories, classrooms, and other facilities. Also needed are computers and training equipment that reflect current practice in occupational areas. The second institution, Crownpoint Institute of Technology (CIT) in the Navajo Nation (New Mexico) provides 1-year technical-vocational programs to about 150 students and continuing education courses to about 200. Located in a rural area, CIT provides virtually all housing for students and faculty. The main building was scheduled for demolition in fall 1992 due to structural problems. Construction needs include replacement structures and additional housing and facilities for expanding enrollment. Several options for meeting each institution's needs were developed in light of tribal economic development plans and state employment projections. Both of these reports include details on institutional mission and objectives, enrollment, student characteristics, funding, expenditures, and estimated construction costs.   [More]  Descriptors: American Indian Education, College Housing, Construction Needs, Educational Facilities

Sullivan, Michael; And Others (1993). Implementing Two-Way Interactive Video in Rural, Small Schools. Five case studies of instructional two-way interactive video in rural small schools provide a model for successful implementation in other communities. Site visits and extensive interviews were conducted in schools and communities served by the Oklahoma Panhandle Shar-Ed Video Network, the New Mexico Eastern Plains Interactive TV Cooperative, the TeleCommUNITY Network in central Texas, the North Texas Educational Network, and the Dell City Initiative in far west Texas. Each case describes the school and community setting, the technology used, implementation efforts, and key elements in the project's success. All projects were local community initiatives with little, if any, governmental funding; originated with one or two visionary, dedicated individuals; had the support of the local business community; and were enthusiastically supported by small rural telephone cooperatives or telephone companies, who provided loans and other funding. Some teachers were initially fearful or resistant toward the new technology, and teacher training was very important to the success of implementation. The technology tends to make teachers more organized and more conscious of the teaching process, and projects cannot survive without teacher support and commitment. The technology was used for a variety of educational configurations, including Chapter 1 and community adult education. The projects studied were considered successful and educationally effective, were strongly supported by all participants, and are likely to continue.   [More]  Descriptors: Case Studies, Distance Education, Electronic Classrooms, Elementary Secondary Education

Holderness, Susan T. (1993). Empowering Teachers To Change Curriculum and Schools: Evaluation of a Program. New Mexico CURRENTS is an ongoing project that provides teams of educators from 11 elementary and secondary schools with culturally relevant humanities content and technical assistance in curriculum development and methodology. After being immersed in a rich knowledge base of New Mexican arts and humanities, the educator teams are expected to generate new curriculum and teaching models that can be adopted by other schools and districts. Most participants are Hispanic and female, and hold a master's degree or higher. Project activities included symposia and workshops for participants, a meeting for school administrators, and site visits to participating schools by project coordinators and an external evaluator. Analysis of pre- and posttraining survey data from participants and written responses from teachers and students revealed the positive impact of the project on teacher knowledge, teaching strategies, and student outcomes. Teachers reported new knowledge of cultural content, alternative student assessment, and program evaluation; increased access to resources and expert contacts; and improved attitudes toward multicultural issues. Pedagogical changes include increases in collaboration among teachers, parents, and community members; interdisciplinary and thematic approaches to curriculum presentation; and classroom use of multiage grouping, cooperative learning, and peer tutoring. Positive student outcomes include better attitudes toward education and school, increased self-esteem and cultural pride, better attendance, and improved writing and speaking skills.   [More]  Descriptors: American Indian Culture, Cultural Education, Curriculum Development, Elementary Secondary Education

Losee, Suzanne (1993). Toward Quality Field Experiences: The Role of Clinical Faculty. The clinical faculty role is a new role for supervising or cooperating teachers that has evolved in the Division of Teacher Education at Western New Mexico University, producing dramatic changes in the design of the student teaching field experience. Clinical faculty are master teachers who supervise student teachers during their field experiences. The university's staffing process changed in order to facilitate recruitment of qualified clinical faculty: (1) clinical faculty are paid $700 per semester per student teacher; (2) criteria for clinical faculty are collaboratively devised, in partnership with the public schools; and (3) clinical faculty are required to enroll in an instructional supervision seminar, "Collegial Coaching," a vital component of the clinical faculty program. During these seminars, clinical faculty members share strategies about teaching and learning and methods of collegial interaction with their students teachers. Coaching is also a critical element of the clinical faculty member's interaaction with student teachers. The conceptual foundation of the supervision program incorporates principles found in adult learning theory, reflective practice theory, and systems theory. (Contains 18 references.)   [More]  Descriptors: Clinical Supervision (of Teachers), College School Cooperation, Collegiality, Cooperating Teachers

McCollum, Heather; Russo, Alexander W. W. (1993). Model Strategies in Bilingual Education: Family Literacy and Parent Involvement. This study reports on nine family literacy projects that focus on families whose primary language is not English. The first six projects fall under the Kenan service model, which sees that children receive more or as many services as adults and is organized around children's needs. These include the Canoncito Family Support/Early Childhood Education project (Lagana, New Mexico); the Family Tree Even Start project (Mesa, Arizona); Healdsburg/Windsor Even Start project (Healdsburg and Windsor, California); Hidalgo Even Start project (Hidalgo, Texas); Refugee Family Literacy Project (Rochester, New York); and Salem Family English Literacy project (Salem, Oregon). The last three projects focus on adults and are referred to as enhanced adult English-as-a-Second-Language family literacy projects. These include the Florida International University Family English Literacy project (Miami, Florida); the Lao Family English Literacy project (St. Paul, Minnesota); and the Newcomer Family Literacy project (Lawrence, Massachusetts). The report highlights the accomplishments and lessons of each project; focuses on cultural and linguistic issues; describes effective approaches for dealing with program components, such as outcomes and evaluation methods; and looks at project design and implementation. One-page profiles highlight key issues and strategies and provide detailed information about each project. Appended are project information, including a list of project contacts, and an assortment of project materials that may provide insights into effective family literacy strategies.   [More]  Descriptors: Academic Achievement, Adult Education, Adult Literacy, Bilingual Education

French, Laurence; Picthall-French, Nancy (1994). Multi-Facet Multicultural School Assessment: Adapting and Norming the AARS/POSIT. The National Institute on Mental Health attempted to address the issue of providing a reliable baseline on alcohol-related problems among adolescents with the Adolescent Assessment Referral System (AARS). Part of this tool is the Problem Oriented Screening Instrument (POSIT), a 139-item questionnaire printed in English and Spanish. This questionnaire was administered to three cultural groups in New Mexico schools: (1) 80 Navajo youths; (2) 100 Mexican-American adolescents; and (3) 109 Anglo American adolescents. Data from the POSIT for these groups were compared with cutting scores generated by the AARS. Navajo males have the highest scores for substance use and abuse, followed by Navajo females. Female Mexican Americans have the lowest score on this item. Only female Anglo teens approached the prescribed cutting score for physical health status. The mental health status item reflected pathology among all racial and ethnic groups, with Navajo females registering the highest scores. The educational status indicator suggested a problem for the Navajo (males and females), Anglo males, and Mexican-American males. Seven tables present study findings. (Contains 5 references.)   [More]  Descriptors: Adolescents, Anglo Americans, Comparative Analysis, Cultural Awareness

Leas, David; Lillibridge, Fred (1993). Institutional Assessment, Planning, and Institutional Change: An Integrated Institutional Assessment and Strategic Planning Process for Community Colleges. In 1992, Alamogordo Branch Community College (ABCC), a branch campus of New Mexico State University, developed and implemented the Institutional Assessment and Strategic Planning (IASP) process, an integrated process designed to assess both student academic achievement and institutional effectiveness. Each year, the IASP process begins when individual faculty members evaluate their assessment activities for all courses and complete reports about their assessment efforts. Next, instructors in all academic disciplines discuss their assessment activities at discipline-specific focus group meetings. Other activities include focus groups among each of the four academic divisions, focus retreats for faculty and for student services personnel, focus group meetings in each student service program, and Institutional/Instructional Support focus groups and retreats. At focus group meetings, participants complete forms listing strengths and concerns in their areas, and develop action plans. These forms and action plans are forwarded to the IASP Committee and used as support documentation for the strategic planning process. The IASP Committee, with 10 members appointed by the Provost, develops a set of institutional issues. The issues are ranked, and institutional actions are developed to address each issue. Subsequently, an institutional plan is developed and presented to the college community. Institutional research is important to the IASP process, including internal and external environmental scans and student tracking systems. The IASP process is successful at ABCC because it provides an opportunity for everyone on campus to be heard.   [More]  Descriptors: Academic Achievement, College Faculty, College Outcomes Assessment, College Planning

Wendel, Frederick C., Ed. (1992). Issues of Professional Preparation and Practice. UCEA Monograph Series. This report includes three papers on longstanding questions in educational administration. In chapter 1, "The New Realities: The Social and Economic Context of Administrator Preparation," Thomas A. Mulkeen outlines the changes that have immediate impact for public education and preparation programs. A shift in the U.S. economy from an industrial base to a knowledge and information base, a rapidly changing and impermanent economy, decentralization, and people-oriented institutions will require changes in public education. In chapter 2, "The Politics of State Educational Policymaking: Usefulness of the Kingdon Model," Susan Tanner Holderness examines educational policymaking in New Mexico and analyzes why policymakers act on some issues and not others. Certain factors contributed to politicization of the state's controversial standards for its gifted program. In chapter 3, "Coping in the Superintendency: Gender-Related Perspectives," Jane C. Lindle, Linda DeMarco Miller, and Joseph F. Lagana examine the coping strategies of male and female superintendents responding to job pressures. Interviews with 30 superintendents in Pennsylvania public school districts found that men tend to relate stress in their positions with politics, and women equate it with their gender. (Contains 86 references.)   [More]  Descriptors: Administrator Education, Administrator Effectiveness, Administrator Role, Decision Making

Richards, Beverly (1994). Fred Keller and the Flex Lab. The Flex Lab at Santa Fe Community College, in New Mexico, is a self-paced, computer-assisted training center that allows students to accommodate college credit courses into their schedules. The Lab offers courses in introductory computers, keyboarding, and various computer programs and emphasizes several features of the Personalized System of Instruction (PSI) developed by Fred Keller. The aspects of the Lab curriculum which reflect the PSI include the following: (1) discrete modules, reflected in the six sequential modules of the one-credit Business and Office Technology course; (2) an emphasis on individual study, reflected in the self-paced, independent nature of the curriculum; (3) the use of supplementary instruction, provided by group orientations to the lab at the start of each semester; (4) the use of unit exams, which is very important in the Flex Lab environment of decreased instructor-student interaction; (5) the use of proctors, who are available for most of the hours that the Lab is open to answer questions; (6) self-pacing, which helps expedite the completion of prerequisites, learn at a more flexible rate than in a traditional classroom setting, and negotiate work and family obligations; and (7) mastery, encouraged by instructors who return assignments for revision before final grading. Evaluative research of the PSI method indicate that students achieve better scores, retain information longer, and show more interest than traditional students.   [More]  Descriptors: Community Colleges, Computer Assisted Instruction, Computer Centers, Curriculum Evaluation

Aufderheide, Patricia (1993). Media Literacy. A Report of the National Leadership Conference on Media Literacy. The purpose of the National Leadership Conference on Media Literacy was to shape a national framework for media literacy so that each participating group could demonstrate its own niche and role in achieving common objectives. This report details the approaches and conclusions of the 25 representative leaders of the media literacy movement who met to agree on a definition, vision, and framework for media literacy efforts in the United States. The basic definition spelled out media literacy as the ability of a citizen to access, analyze, and produce information for specific outcomes. In the 2 days of discourse, conference participants saw common ground on a number of issues and endorsed a project in New Mexico as a test site where various groups might work to foster media literacy in the schools and beyond. Task forces were established to look at issues associated with curriculum and teacher training, foster communications among the groups interested in media literacy, and begin to write a prospectus for a Media Literacy Institute. The Institute will bring together the resources for intellectual underpinning, teacher training, and active participation in policy making and events. Appendixes contain: (1) a background paper by J. Francis Davis, "Media Literacy–From Activism to Exploration"; (2) a list of conference participants and organizations; and (3) the Aspen Institute's Communications and Society Program Statement.   [More]  Descriptors: Access to Information, Communications, Curriculum Development, Data Analysis

Brown, Melvin Marlo; And Others (1994). Bringing Up Gopher: Access to Local & Remote Electronic Resources for University Library Users. Some of the administrative and organizational issues in creating a gopher, specifically a library gopher for university libraries, are discussed. In 1993 the Electronic Collections Task Force of the New Mexico State University library administration began to develop a library-based gopher system that would enable users to have unlimited access to local information stored electronically. Creating the gopher required procedures that could be divided into the technical process and the content process. The system installed the latest version of gopher software for UNIX available through the Internet. UNIX training was provided for members of the system, who then began bringing content to the gopher. While making links to the gopher is relatively easy, deciding which links to make is difficult. Adding files is more time-consuming because they must be in ASCII format. Because the Internet is constantly changing and evolving, a gopher is never finished. Its update and maintenance require constant attention, but the reward is in increased information availability for users. Attachments discuss gopher awareness and preparing information for the gopher.   [More]  Descriptors: Access to Information, Change, College Libraries, Computer Software Development

Brown, Darlene N.; Schenck, Rosalie A. (1993). Use of Alternative Funding by Rural Schools for Supplemental Programs Which Address Current Social Issues and Special Education Needs. Gadsden Independent School District (GISD) in rural New Mexico sought alternative funding sources to meet student needs in the areas of early childhood education, special education, at-risk programs, and partnership programs with communities and local colleges. Although this school district has been granted funds for many of its projects, unforeseen problems have emerged, including hidden costs and teachers perceiving special projects as additions to teaching loads. This indicates the need to establish a policy and procedure plan before grants or requests for funds are written. Drawing on GISD's experiences, this paper discusses: (1) reasons for seeking alternative funds; (2) current social issues and subject areas for which funding is available; (3) the funding search process, including the need to train district staff and administrators as proposal writers or create statewide networks of proposal writers; (4) developing a district or statewide grant writing procedure for optimizing school district planning and projections while meeting funding obligations and controlling hidden costs; (5) community partnership and team building; (6) building a grant writing team and writing the proposal; and (7) incorporating current social issue programs into regular education curriculum by meeting basic competencies, not increasing teaching loads.   [More]  Descriptors: Early Childhood Education, Educational Finance, Educational Planning, Elementary Secondary Education

Buckner, Debi (1992). Implications for Students Role Character Development When the Teacher Becomes an Actor in the Production. A case study explored the implications for secondary school acting students in developing character in a role when the theater teacher assumes the role of actor in a student production. Two of Albuquerque, New Mexico's 11 public high schools co-produced "Romeo and Juliet." Pre- and posttests of student perceptions of acting and character development were conducted. Data also included audio and videotape; student, director, and researcher journals; surveys; student, parent, and staff evaluations; and "open forum" discussions. Results indicated: (1) no significant differences in student attitudes toward most of the internal and external aspects of character development; (2) significant changes in feeling toward emotional recall and character analysis; (3) students were unanimously positive in their responses to a teacher/artist being involved in a student production; (4) the student/teacher relationship was enhanced; (5) the open forums were an excellent method of helping to develop trust and respect among the members of the student company; and (6) the two-school approach did not seem as essential to the outcome of the project as originally thought because the training and experience of the students was so similar. (Contains 32 references, 2 appendixes of data, and a calendar of events.)   [More]  Descriptors: Case Studies, Characterization, Communication Research, Dramatics

Dormody, Thomas J.; Seevers, Brenda S. (1994). FFA Participation and Youth Leadership Life Skills Development: A Tri-State Study. A study determined predictors of youth leadership life skills development among 400 1992-93 Future Farmers of America (FFA) members in Arizona, Colorado, and New Mexico. The design of the study was descriptive-correlational-predictive. For the prediction portion, the dependent variable was youth leadership life skills development; the main independent variable was participation in FFA leadership activities. Control variables were achievement expectancy, self-esteem, years in FFA, age, ethnicity, gender, and place of residence. The Youth Leadership Life Skills Development Scale (YLLSDS) was used to measure the dependent variable. Mailed questionnaires collected data from March-June 1993. Findings indicated that achievement expectancy had a positive relationship with youth leadership life skills development, explaining nearly 14% of the variance in YLLSDS scores. Three variables–achievement expectancy, participation in FFA leadership activities, and gender–explained significant amounts of the variance in scores. Recommendations were made for a focus on satisfying FFA members' achievement motives when developing FFA leadership activities, encouragement of youth to join FFA and participate, and further research. (Contains 21 references.)   [More]  Descriptors: Academic Achievement, Agricultural Education, Leadership Training, Motivation

National Association of State Universities and Land Grant Colleges, Washington, DC. (1991). Proceedings of the Annual Meeting of the National Association of State Universities and Land-Grant Colleges (104th, Washington, D.C., November 10-12, 1991). This proceedings presents the discussions, business meetings, lectures, and speeches delivered at the 104th Annual Meeting of The National Association of State Universities and Land-Grant Colleges, including the organization's financial statements for December 31, 1990 and 1989. In addition, the proceedings lists the past elected heads of the association, names of the member institutions as of 1991, and the association's constitution and by-laws. The purpose of the meeting was to discuss some of the issues confronting higher education today, such as institutional autonomy and integrity and the public's crisis of confidence in its institutions of higher education. Specific presentations at the meeting were "A Failure of Communication: Universities and the Media" by Newsweek Magazine's Jerrold K. Footlick, and "American Agriculture: Challenged by a Changing World" by Gerald W. Thomas, President Emeritus of New Mexico State University. Additionally provided are two joint session addresses, one delivered by Bernadine P. Healy of the National Institutes of Health and the other delivered by D. Allan Bromley, Assistant to the President for Science and Technology, Office of Science and Technology Policy.   [More]  Descriptors: Accountability, Agribusiness, Colleges, Financial Audits

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