Bibliography: New Mexico (page 172 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Gerald R. Bass, Susan Lucero, Roger E. Masse, Luiza B. Amodeo, A. L. King, Alfred M. Potts, Stephen W. Stile, Norman S. Kaufman, Jane Bluestein, and Jeanette Martin.

Bass, Gerald R. (1982). Current Legislation regarding the Use of Geographical Isolation Factors in Public School Revenue Calculations. Legislation from all states employing a geographical isolation factor in calculating revenue for public school districts is summarized in this paper. The inclusion of a geographical isolation factor in a state's distribution formula for state aid is a mechanism for providing additional revenue to small schools or school districts that, because of geographical location, cannot be consolidated into more efficient units. The paper is based on national surveys completed in 1980 and 1982. It was found that four states–Nebraska, New Mexico, Pennsylvania, and Texas–have enacted legislation providing for a geographical isolation factor using an isolation criterion based on density of population. Six states–Colorado, Florida, Minnesota, Montana, Oregon, and South Dakota–include an isolation criterion based on distance or travel time to another school or school district. Eight states rely on determination by a state agency to designate schools as geographically isolated. These include Alaska, Arkansas, Georgia, Idaho, Maine, North Carolina, Utah, and Washington. Finally, it was found that two states–Florida and Minnesota–also include a geographical isolation factor based on a formula. Descriptors: Elementary Secondary Education, Geographic Location, Mathematical Formulas, National Surveys

Stefanics, Elizabeth T. (1983). Management Factors of Women in Leisure Services. A study investigated past socialization processes that affected particular women's career choices and career mobility in the leisure services field. The study's purposes were: (1) to ascertain the presence of management-related success socialization factors in current female professionals and female students in the leisure services field within the Twin Cities (New Mexico) area; (2) to identify socialization patterns that affected career choice decisions of individuals in the leisure services field; and (3) to identify ideals that women share concerning supervision and administration in leisure services. The experimental design was a focused in-depth interview schedule using a random sample of 20 female undergraduate leisure services students and 20 female leisure services professionals in the Twin Cities area. The presence of management-related success socialization factors, as established in research on women in business and management, was not ascertained in the women in this study. Patterns of socialization arose that affected career choice decisions, especially influence from family and friends. The women in this study furnished definite perceptions about supervisors and administration in the field of leisure services and offered ideas they felt should be pursued in education. Descriptors: Allied Health Occupations, Career Choice, Females, Leisure Time

Viehland, Dennis W.; Kaufman, Norman S. (1982). Tuition and Fees in Public Higher Education in the West, 1982-83. Changes in tuition and fee levels at public institutions from academic year 1981-82 to 1982-83 are reviewed, with specific state-by-state, institution-by-institution data provided for the three previous years. The states included are Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming. Among the kinds of changes noted are one-time and per-term surcharges, changes in credits charged on a per-credit basis, and related graduate tuition to cost of instruction rather than undergraduate tuition. Trends include these: tuition increases averaged 10 to 20 percent in most cases; overall resident undergraduate tuition increased 5.8 percent; undergraduate nonresident charges increased an average of 11.3 percent; great variation in dollar rates exists between states; and graduate tuition averaged 19.2 percent more for residents, and 12.4 percent for nonresidents. Additional charts and tables present data on the number of institutions charging resident and nonresident tuition and fees within five brackets ($0-1,999; $2,000-2,499; $2,500-2,999; $3,000-3,499; $3,500+), and a summary of tuition and fees by undergraduate and graduate status, resident and nonresident status, and institution type, in some cases giving the range, mean, and median.   [More]  Descriptors: College Credits, College Students, Community Colleges, Comparative Analysis

Welch, Susan; And Others (1982). The Effect of Candidate Gender on Electoral Outcomes: A Six-State Analysis. Voter behavior is assessed toward female candidates for state legislatures in six states during 1970 to 1980. The sample consisted of 4,910 female and male candidates in state legislative elections to the lower house in Iowa, Missouri, Nebraska, New Mexico, Oklahoma, and Wyoming. The relationship of party, incumbency, and urban or rural residency to female success was measured. Results indicated that women candidates increased over the decade, but still represent only 14.8 percent of the total. Generally, women do as well as men in primary elections but not as well in general elections, although by 1980 the differences were no longer significant when corrected for incumbency and party. Also, Republican women fared better than Democratic or nonpartisan women in comparison to the male colleagues. The conclusion is that since women fare about as well as men at the polls, the lack of female legislators can be attributed mostly to the paucity of candidates. The findings do not support the argument that political party elites work against females once they have become candidates. Descriptors: Elections, Females, Legislators, Longitudinal Studies

O'Neal, Sandra (1982). C.T.B.S. Testing. Spring 1982 District Report, 5, 8, and 11. Each spring the Comprehensive Tests of Basic Skills (CTBS) are administered to grades 5, 8, and 11 throughout New Mexico as part of the State Department of Education mandated assessment program. This report contains information regarding Albuquerque Public Schools' results on the 1982 CTBS. A new form of the CTBS was selected for testing fifth and eighth grade students. It includes ten subtests: vocabulary, reading comprehension, language mechanics, language expression, math computation, math concepts and applications, spelling, reference skills, science, and social studies. The new test (Form U) reflects nationwide curriculum trends of the 1980's and is not directly comparable to the CTBS, Form S which 11th grade students used. The following data are reported: average percentile scores for each grade for each subtest; the percentage-correct scores for each grade for each skill measured, in comparison with the national norm group; the number and percent of students in each percentile range; and the percent of students below average, and above average, by school. Descriptors: Achievement Tests, Basic Skills, Elementary Secondary Education, Language Skills

Melendez, Mildred C. (1983). Phonological Variation: Educational Taxonomy for Adults. The influence of educational background upon the variety of English as a second language speech was examined. Adults in a rural New Mexico community were interviewed in order to elicit data on phonological variation. Data were collected through free speech, controlled speech which required the informants to translate Spanish questions to English, and specific speech which encouraged the identification of familiar objects in both Spanish and English. Twenty-four adults ranging in age from 23 to 81 participated. Thirteen had a college education, 5 a high school education, and the remainder an elementary education. The subjects with more education showed less variance in producing English. Compared to the other groups, the most highly educated group took more time in speech production or avoided the three speech features which caused difficulty. The less educated groups either confused the feature "sh" with "ch" or used variants of "th." The performance of the native Spanish speakers improved with education and this improvement did not impair Spanish production. It is concluded that bilingual speakers can pattern their speech to what they hear as the standard of the three features. Descriptors: Adults, Bilingualism, Educational Attainment, English (Second Language)

Gritzmacher, Joan E.; And Others (1981). Child Development/Parent Education Program Effectiveness. This monograph contains four reports of studies dealing with the impact of secondary home economics programs in five states on child development and parenting. (The states involved were Ohio, Minnesota, New Mexico, Wisconsin, and Iowa.) Chapter 1 details the assessment of child development and parenting programs in the five states that used a pretest-posttest design involving child development/parenting students and a comparison group. This study found that students in child development/parenting semester-length courses start and end these courses with greater knowledge than comparison groups. Chapters 2 through 4 contain separate analyses of data for three states. Chapter 2 reports that Iowa secondary students who have taken a consumer and homemaking course addressing child development/parenthood education concepts score better than those who have not. Chapter 3 describes a Minnesota study where findings indicate that a secondary course in parenting and child development had a significantly positive impact in both cognitive and capability attitudes on students when compared to a control group. Chapter 4 presents an Ohio study that found that secondary students who participated in a child development/parent education course showed statistically significant improvement on posttests measuring child development/parent education knowledge. Instruments used in the studies are appended. Descriptors: Child Development, Comparative Analysis, Educational Research, Home Economics

Masse, Roger E. (1983). Editing in Technical Communication: Theory and Practice in Editing Processes at the Graduate Level. At New Mexico State University, technical communication teachers have developed a course to teach editing processes to graduate students who take the advanced workshop in technical and professional communication. In this seminar group, students work on writing processes; editing processes; written, edited, and tested products; and oral processes and products. Special consideration is given to M.F. Buehler's levels-of-edit, which include combinations of nine types of editing activity: coordination, policy, integrity, screening, copy clarification, format, mechanical style, language, and substantive. These types are then combined into levels that are used according to the kind of editing needed for publication. Before students engage in editorial dialogues with a writer, they read articles that offer techniques to enable them to talk with, not at, writers. Articles might include those by Mary S. Hageman, Louise M. Vest, and Patrick M. Kelley. The final activity requires the students to conduct research on editing processes and to develop their own theory of editing. After reviewing the literature, students then combine their research with a description of their editing processes. Descriptors: Course Content, Course Descriptions, Editing, Graduate Study

King, A. L. (1982). Ways to Improve Schools and Education. Final Interim Report. Examined here was the inclusion of educational components in court-ordered desegregation plans in the Southwest Educational Developoment Laboratory (SEDL) region (Arkansas, Louisiana, Mississippi, New Mexico, Oklahoma, and Texas). These components included inservice education, multicultural education, and eight others. Researchers hypothesized that court-ordered desegregation plans in this region do not specify educational components in sufficient detail for use by desegregating or desegregated schools and districts. Likewise, school district plans do not contain sufficient detail about educational components for courts to decide whether the district is in compliance. Data were collected by examining desegregation court orders and district plans for 15 sites in the SEDL region.  Interviews and observations were used at two sites. Comparative and descriptive analysis of the data supported the project hypothesis. Little detail was included in the desegregation plans except for reassignment of pupils and, to a lesser extent, of staff. Researchers concluded that, although it is not to be expected that full-blown inservice or multicultural programs will be embodied in desegregation court orders or district plans, orders and plans should specify that there will be desegregation-specific training and multiethnic programs and indicate general outlines and content of the programs. A companion document provides a brief summary of the study.   [More]  Descriptors: Compliance (Legal), Desegregation Litigation, Desegregation Plans, Elementary Secondary Education

Moore-West, Maggi; Lucero, Susan (1983). Women Students In Rural Communities: A Preliminary Report. Personality and a social support system are two factors that may influence women medical students' choice of a rural primary care specialty. The 2-year study of 11 University of New Mexico School of Medicine women students engaged in 4-month rural primary care preceptorships included interviews and a personality inventory. Three women had generally positive rural preceptorships. They felt accepted by the community and by their preceptors. These women accepted themselves easily as competent physicians and were "judging" types, making fast decisions depending on routine and organization. Five women had mixed experiences. They felt somewhat abandoned by what they considered an unsupportive medical school and they were less integrated into the community. Several of the women commuted home on the weekends, removing themselves even more from the rural community social structure. School-family conflicts caused some to withdraw. Three women had negative experiences. Alone in extremely conservative communities, their isolation was severe. They had no community contact and little preceptor contact outside of work. All three felt inadequate and depressed and their self-esteem suffered. Researchers concluded that women in rural health care need contact with the formal health care system and with appropriate role models. Descriptors: Clinical Experience, Community Attitudes, Females, Field Studies

Potts, Alfred M. (1960). Survey of San Luis Valley School Closures. Resource Report No. 4. School closures in Colorado's San Luis Valley were surveyed, listing the pros and cons of closing school during the potato harvest. In 1958, 12 of 31 elementary schools and 7 of 13 secondary schools ceased operation for periods up to 18 days during the potato harvest, closing schools to 4,447 students. Of these students, 904 elementary children and 786 secondary students worked in the fields. Individuals who favored strong education programs felt school closures created a negative tone among students; early school enthusiasm was lost and never regained; subject study was seriously interrupted; remedial work was retarded; pupil absenteeism was quite serious both before and after school closure periods; closures caused disruptions in extra curricular activities schedules (e.g., inadequate training in athletic programs); absenteeism lost revenue from state grants based on average daily atttendance; and incoming New Mexico children lost several weeks of schooling. From the valley economics position, school closures were favored because the potato was the valley's major economic asset; there was an urgent necessity to complete the harvest with all possible speed before weather conditions or a freeze destroyed the crop; and there was no alternative to closing some schools to induce enough workers from outside to join the labor force. Descriptors: Elementary Secondary Education, Field Crops, Harvesting, Labor Force

Theisen, Barbara Jim (1982). Cross-Cultural Spanking Practices–Implications for Parenting and Education. In a pilot study undertaken with the students and faculty members at the campus of Eastern New Mexico University, a cross-cultural survey was taken to determine whether levels of physical aggression in childrearing practices varied between cultural groups. Specifically, spanking as a form of discipline was studied among groups of 13 Anglo-Americans, 11 Blacks, 120 Hispanics, 13 Native Americans, and 15 Asians. Results of the survey showed that there were no significant differences with regard to treatment as children or treatment of children–all groups admitted to having been "sometimes spanked" as children and to later also spanking their own children. Where alternatives to spanking were concerned, Native Americans and Asians were least likely to give or withhold rewards to discipline their children, while Hispanics and Asians were the most likely to use shame. Anglo-Americans expressed the highest level of reservation about their actions; Hispanics and Blacks expressed lesser reservations (as did Native Americans), and Asians expressed no reservations. Descriptors: American Indians, Anglo Americans, Blacks, Child Rearing

Amodeo, Luiza B.; Martin, Jeanette (1982). Antecedents to High Educational Achievement Among Southwestern Mexican Americans. The study examined antecedents to high educational achievement of 42 selected Mexican Americans (university professors, third-year law students, and third- and fourth-year medical students) in 5 southwestern universities (4 in California and 1 in New Mexico). Two related considerations prompted the investigation: failure of many Mexican Americans to achieve collegiate success; and the assumptions of many writers that this lack of achievement is related to the parents' low level educational aspirations. All respondents were identified as being members of the Mexican American minority population either through self-disclosure, affiliation with minority campus groups, and/or information supplied by friends. A self-administered questionnaire was used to obtain data on family characteristics, educational background, language, and personal information. A total of 34 males and 8 females returned the questionnaire. Parents' support and encouragement was most frequently cited as the single factor contributing to the individual's high academic achievement. Teacher interest and high grade point average also seemed to play important roles in the respondents' achievement. Perhaps the variables that most influenced the respondents' success were those unmeasured variables that comprise "luck." Descriptors: Academic Achievement, Academic Aspiration, College Students, Educational Background

Bluestein, Jane (1982). Impact Analysis: The Effect of the APS-UNM Graduate Intern Progam on Teacher Performance. An exchange program between the Albuquerque Public Schools (APS) and the University of New Mexico (UNM) provided 12 interns to the APS in exchange for 7 outstanding classroom teachers to serve as clinical supervisors in the undergraduate program at UNM for a period of one academic year. The interns worked with the joint support and supervision of the school principal and the university program coordinator and took two university courses each semester. A survey on the strengths and weaknesses of the program was conducted. Principals rated the performance of interns in the categories of instruction, management, and interpersonal skills, and compared their performances with those of other first year teachers with whom they had worked. Descriptive data and weekly reflection sheets from the interns provided further information. Findings indicated that the principals felt the interns' performances compared favorably with those of other first year teachers without experience as interns. Need for greater emphasis was suggested in developing environments and authority relationships with students. Principals and interns felt the presence of an intern in the school had a significant impact on the school community and that their participation benefited the school.   [More]  Descriptors: Beginning Teachers, College School Cooperation, Elementary Education, Elementary School Teachers

Stile, Stephen W.; And Others (1982). Evaluation of a Competency-Based Inservice Training Program for Personnel Serving Disabled Preschoolers. Teachers who have been trained to work with normal young children (early childhood certification) or with older disabled children (special education certification) are unprepared to assume the multiple responsibilities of the teacher of preschool disabled children. Prior to the 1979-1980 academic year, few (if any) formal on-going inservice (or preservice) programs existed for this population of educators. Therefore, a project was proposed and subsequently funded at New Mexico State University to provide the necessary training. The Federal funding agency, the Bureau of Education for the Handicapped–Handicapped Personnel Preparation, stipulated that the Discrepancy Evaluation Model (DEM) be used to evaluate the project. This evaluation model demands that internal staff members continuously gather input, process, and output information and that decisions (e.g., to go to the next stage; to recycle) be based upon discrepancies regarding desired and obtained outcomes. The purpose of this paper is to report the results of the inservice training project in terms of DEM conventions. Descriptors: Competency Based Teacher Education, Disabilities, Inservice Teacher Education, Models

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