Bibliography: New Mexico (page 174 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Sandra O'Neal, Kay Hoffman, Alvin L. Sallee, Jerald L. Reece, Leona Zastrow, Elizabeth J. Case, Robert O. Coppedge, NM. Planning Albuquerque Public Schools, Jennifer S. Johns, and McClellan Hall.

Rucker, George; And Others (1986). A Directory of Rural and Specialized Transit Operators. Volume 2: Central U.S. Systems. This 3-volume directory is the first comprehensive effort to identify Urban Mass Transportation Administration (UMTA) funded Section 18 and 16(b)(2) rural and specialized transportation agencies and describe characteristics of these systems: organizational structure, service characteristics, size, and areas served. Volume 2 contains listings for Region V (Illinois, Indiana, Michigan, Minnesota, Ohio, Wisconsin); Region VI (Arkansas, Louisiana, New Mexico, Oklahoma, Texas); and Region VII (Iowa, Kansas, Missouri, Nebraska). Under regional and state headings, agencies providing transit systems are listed alphabetically according to funding source: Section 18, Section 16(b)(2), or other federal sources. Addresses and telephone numbers, names of counties served, numbers of vehicles and lifts in service, and number of trips made and clients served are provided for each agency. Data from individual agencies are summarized in state profiles, which are then combined into regional and national profiles. Volume 2 identifies a total of 1,760 organizations receiving direct or indirect UMTA funding. This includes 441 agencies funded under the Section 18 program and 1,319 agencies receiving assistance under Section 16(b)(2).   [More]  Descriptors: Agencies, Agency Role, Delivery Systems, Directories

Hoffman, Kay; Sallee, Alvin L. (1987). Linking Practice Skills for the Rural and Urban Poor. Two studies investigated the transferability of generalist social work practice skills and knowledge between rural and urban settings. Interviews with 20 social workers practicing primarily with low income persons in both rural (Las Cruces, New Mexico) and urban (Detroit, Michigan) settings focused upon social work skills, perceived strengths and problems of client systems, and preferred work situations/settings. Findings indicated empathy skills, conflict management, networking, coalition building, social action, linking clients to resources, collaborative skills, and the problem-solving process were used by both urban and rural professionals. Most social workers, both rural and urban, viewed clients as having a strong sense of family, strong religious beliefs, and extensive family supports. Rural social workers saw their clients as less affected by the consumer culture. All social workers saw gaining access to existing resources as a major client problem, along with transportation, child care, inadequate housing, and lack of meaningful job opportunities. Urban professionals indicated their clients had greater access to medical care. Both groups expressed satisfaction with the community context of their work. Responses from 246 alumni of 8 university undergraduate social work programs revealed no significant differences between urban and rural practitioners on their use of the generalist practice skills.   [More]  Descriptors: Alumni, Comparative Analysis, Economically Disadvantaged, Education Work Relationship

Albuquerque Public Schools, NM. Planning, Research and Accountability. (1986). Title IV Indian Education Program Evaluation, 1985-86. Public schools in Albuquerque, New Mexico, used a Title IV Part A grant to assist American Indian elementary and secondary school students in receiving passing grades and improving school-related behaviors. Canoncito Navajo Reservation, the Isleta Pueblo, and urban Indian students in Albuquerque participated in the program. Personnel consisted of a project coordinator, resource teacher, 39 tutors, and a secretary. Administration, evaluation, and training programs were centralized, while service delivery was adapted to each community's needs. Twenty-one Canoncito students in grades 6-12 exceeded program objectives in 7 school-related skill areas, while their parents met objectives for parent participation. The Isleta component served 51 middle school and 123 high school students; the urban component served 75 elementary school, 132 middle school, and 134 high school students. Both components met objectives of 50% of students maintaining/improving their grades and improving in eight school-related skill areas. Significant majorities of cooperating classroom teachers (Canoncito 90%, Isleta 76%, Urban 62%) indicated that students' success justified time spent on tutoring outside classrooms. A grant extension provided tutoring to 129 additional students during summer session. The program evaluation contains recommendations for improvement, tables summarizing program data, summary of responses to tutor questionnaire, and copies of reporting forms.   [More]  Descriptors: Academic Achievement, American Indian Education, American Indians, Elementary Secondary Education

Hall, McClellan (1987). Indian Youth Leadership Development Program. The Indian Youth Leadership Program and the Indian Youth Leadership Camp (IYLC) were created in 1981 in response to the need to develop specific skills in Indian youth who will assume leadership positions in the future at the family, school, community, tribal, and national level. Patterned after the National Youth Leadership Camp, the IYLC emerged as an 8 to 10 day intensive camp experience (first based near Tahlequah, Oklahoma and later moved to the Navajo reservation in New Mexico). The intent of the IYLC is to facilitate "habilitation," developing skills needed to become functional, competent, independent adults. This is done by emphasizing: discussion and analysis of experiences, transfer of learning to other situations, leadership skill development and hands-on learning, service ethics, non-Indian versus traditional leadership styles, and dealing with conflicts between those styles. Intra-personal, communications, judgment and situational skills and role modeling, family process and belief in personal abilities perceptions are acquired through the habilitation process. A detailed outline and brief explanation of the major features of the camp (such as student selection, staffing, role modeling, leadership seminars, daily schedules, etc.) is included. A sample plan for an IYLC, program management information, and equipment lists are appended.   [More]  Descriptors: American Indian Culture, American Indian Education, American Indians, Camping

Kahn & Kahn, Washington, DC. (1981). Analysis of Navajo Education Authority. The legislative authority for Navajo education is examined in this two-part report, designed to help the Navajo people attain meaningful control of the education of their youth, with the continued appropriate involvement of the federal and state governments. Part 1 summarizes the key provisions of the relevant sources of legal authority which govern Navajo education. The legal status of the Navajo Tribe is described with regard to tribal sovereignty, tribal government and relationship with the federal government, and a detailed compendium of federal (16 sources), Navajo (8 sources), and state law regarding education is presented. Part 2 assesses the educational powers and duties of the United States, the states of Arizona, New Mexico and Utah; and the Navajo Tribe. The roles of each are examined in the context of the three types of schools on the reservation, i.e., state public schools, Bureau of Indian Affairs schools and "contract" schools. Existing obstacles to and opportunities for expanded tribal authority (pertaining to education standards, enrollment, and bilingualism) are discussed. An institutional arrangement for consideration as the formal mechanism for operating a unified Navajo-controlled educational system is suggested. Footnotes are included, and statutes, regulations, and resolutions are appended. Descriptors: Adult Education, American Indian Education, Bilingualism, Boards of Education

Case, Elizabeth J. (1986). Evaluation, Appraisal and Review. Substitute Teacher Program. P.L. 94-142. Evaluation Report. 1985-86. The report documents the extent to which special education teachers took advantage of a program which provided substitute teachers for their classes in order to free them to attend Evaluation, Appraisal and Review (EAR) committee meetings held to review individualized education programs and placement decisions for individual students. Funds to provide substitute teachers were earmarked from Public Law 94-142 monies. Data were collected from interviews, administrative records, and returned and usable surveys from 193 administrators and teachers (29.2%) within the Albuquerque (New Mexico) Public School System. Three aspects of the program were evaluated: impact on children, impact on the EAR process, and impact on staff. Major findings included the following: (1) The program was well received by those interviewed and well used according to records of requests received; (2) The program was perceived as having a positive impact on students by providing continuity in the instructional day as well as by improving the quality of individualized programs reviewed in EAR committee meetings; (3) Teacher attendance at EAR meetings permitted parents' questions to be answered directly by the child's primary service provider; (4) The program was highly visible in that it provided a direct service to students and staff.   [More]  Descriptors: Delivery Systems, Disabilities, Educational Diagnosis, Elementary Secondary Education

O'Neal, Sandra (1986). C.T.B.S. Testing: Spring 1986. District Report. Grade 3, 5, and 8. The Comprehensive Tests of Basic Skills (CTBS) battery is administered in New Mexico school districts, as part of a state mandated assessment program, to students in grades 3, 5, and 8 to measure achievement in basic skills (reading, language, and mathematics). Various types of test data are presented for use in modifying the basic instructional program in the Albuquerque Public Schools (APS). The 1986 test results for individual APS schools and average percentile ranks across the district are contained in graphs, figures, and tables. Test scores for each grade level of APS students are better than those in the national norming population for almost every content area subtest. Between 1985 and 1986, third graders' scores improved in nine content area subtests and showed a two percentile point decline in one subtest; fifth graders' scores increased on all but one subtest; and eighth graders' performance increased in language mechanics, language expression, spelling, and reference skills. Average percentile scores compare the performance of APS students to the national norm group; the range of average performance is from the 40th to the 60th percentiles. School by school data show the percentage of students in the below average, average, and above-average ranges in the CTBS major content areas. Student attendance and mobility rates for each school are included since these factors may impact group performance. Descriptors: Academic Achievement, Achievement Tests, Basic Skills, Elementary Education

Sallee, Alvin L. (1986). Corporate Sponsored Child Care: Options and Advantages. To further understanding of the complex issues regarding the provision of day care services, this paper presents an historical overview of national child care policy in the United States, and discusses the dimensions of working families' need for child care; the central policy issue of the relationship between work and the family; and incentives, including increased productivity, reduced absenteeism, and tax advantages, which encourage certain types of corporations to provide child care for their employees. Subsequent discussion presents New Mexico's involvement with corporate-supported child care and briefly describes conferences which bring together officials from business and government. Major options for child care which have been selected by corporations, and the advantages and disadvantages of each option, are then described. Discussion focuses on multi-business centers, single-business centers, family satellite programs, corporate reserve slots, voucher systems, and information and referral services. Presently, child care reflects the Reagan administration's social policy shift from Federal responsibility to State and private involvement; therefore, several of the issues raised in the paper go beyond child care to address the role of business and employee benefits.   [More]  Descriptors: Day Care, Early Childhood Education, Employed Parents, Employer Supported Day Care

Pasternack, Steve (1986). Headlines in Newspapers and Libel Law: A Need to Reconsider the Traditional Approach?. Noting that the impressions left by the large, bold type of newspaper headlines have frequently resulted in libel suits, a study explored the individual and interactive roles played by defamatory headlines and news articles in a reader's perception of the contents. Four separate versions of a news article and its headline were prepared by the researcher. Subjects, 40 students from an undergraduate biology course at New Mexico State University, were randomly divided into four groups. Each group was then given one of four versions of a news article and headline prepared by the researcher. Each member of the group read the article and completed a questionnaire. The results indicated that a headline that identifies someone and falsely defames that person could cause more damage than a libelous article. These results suggest that courts should be aware of the fact that a medium-sized headline can significantly damage a reputation, regardless of what the article states. Therefore, the current trend of examining the accompanying article to such a headline in order to determine libel must be reevaluated.   [More]  Descriptors: Court Litigation, Headlines, Higher Education, Journalism

Reece, Jerald L.; And Others (1987). Perceptions of Rural School Personnel in North Central Association Member and Non-Member Schools Located in Nine States Regarding Accreditation by the Commission of Schools, North Central Association of Colleges and Schools. This study examines the perceptions of 113 school board members, 119 principals, and 2,028 teachers from 9 states (Arizona, Colorado, Kansas, Nebraska, New Mexico, North Dakota, Oklahoma, South Dakota, and Wyoming) regarding the preparation of teachers and the availability of professional services as well as education resources. The study also considers perceptions of these groups about the effect of accreditation by the North Central Association of Colleges and Schools on various components of the school. A demographic survey is included to present a more complete picture of the rural population surveyed. Results suggest professional growth and licensure standards are not a problem since many personnel pursue graduate work; personnel from both accredited and non-accredited schools view accreditation as a process for enhancing program quality; both teachers and principals do not support special new rural teacher preparation programs; and both elementary and secondary teachers frequently teach two or more grade levels or disciplines. The study recommends the recent Outcomes Accreditation process as most appropriate for rural schools, review of minimum standards for teacher subject-matter preparation to accommodate diverse rural secondary assignments, wider dissemination of information about exemplary programs in rural schools, and increased efforts to encourage rural school accreditation. Descriptors: Accreditation (Institutions), Accrediting Agencies, Administrator Attitudes, Agency Role

Martin, William E., Jr.; O'Connell, Joanne Curry (1986). Pueblo Indian Vocational Rehabilitation Services Study. As part of a study to improve delivery of services to disabled Native Americans residing in the 18 Pueblos of New Mexico, this report specifies the methods used to develop the interview instrument and the training activities that were conducted, presents results obtained from interviews with 117 disabled Pueblo residents, and makes recommendations for future Division of Vocational Rehabilitation (DVR) initiatives. Five categories of issues/needs emerged from the interview data: communications, jobs, transportation, relocation, and resources. Recommendations developed for the DVR to address these needs include: (1) continue liaison between the Pueblos and DVR counselors through a continued/expanded role for Rehabilitation Technicians; (2) develop/implement an awareness program in the Pueblos regarding rights and needs of disabled individuals; (3) plan/implement meetings to provide information to department counselors regarding the Pueblos and their unique cultural characteristics to improve counselors' effectiveness; (4) identify major employers in the Pueblos and conduct an educational awareness program targeted at potential employers; (5) adopt a strategy of interaction that results in a consistent/predictable schedule of on-site office hours to facilitate access to vocational rehabilitation counselors; and (6) establish community councils within the Pueblos that have representation from state and local service providers, tribal officials, and consumers of services.   [More]  Descriptors: Adult Education, Adults, American Indian Education, American Indians

Gosman, Erica J.; Porreca, Richard F. (1986). Classrooms without Teachers? Supply and Demand in the West. This report examines the teacher supply/demand balance nationally and in the western region of the United States and relates the findings to the larger issue of teacher quality. Chapter 1 reviews historical cycles of teacher supply and demand. The second chapter compares supply and demand for new teacher graduates in the western region and in 14 Western Interstate Commission for Higher Education (WICHE) states. Chapter 3 looks at conditions affecting teacher supply and outlines strategies for developing plans and programs for dealing with imbalances. The last chapter offers a discussion of the costs and consequences of teacher shortages with implications for the western states. An undersupply of new teacher graduates is projected in most western states over the next 15 years. The report points out the historically heavy dependence of 14 western states–Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, New Mexico, Nevada, North Dakota, Oregon, Utah, Washington, and Wyoming–on teachers trained outside their borders to meet expected needs. The question raised is can western states continue to rely on this source of new teachers as national shortages intensify, and if so, at what cost.   [More]  Descriptors: Elementary Secondary Education, Higher Education, Preservice Teacher Education, State Surveys

Congress of the U.S., Washington, DC. House Committee on Interior and Insular Affairs. (1986). Indian Juvenile Alcoholism and Drug Abuse Prevention. Hearings before the Committee on Interior and Insular Affairs. House of Representatives, Ninety-Ninth Congress, First Session on H.R. 1156 to Coordinate and Expand Services for the Prevention, Identification, Treatment, and Follow-Up Care of Alcohol and Drug Abuse among Indian Youth, and for Other Purposes and H.R. 2624 to Authorize Programs for the Treatment and Prevention of Drug and Alcohol Abuse among Indian Juveniles. Three hearings held in Arizona, New Mexico, and South Dakota provide individual statements and panel presentations on problems, programs, and proposals for prevention, identification, treatment, and follow-up care of alcohol and drug abuse among American Indian juveniles. The majority of witnesses are members of Indian tribes in the three states–Apache, Navajo, Papago, Sioux, Ute, and Winnebago tribes among others. Other witnesses include directors and consultants for alcohol/drug abuse prevention and treatment programs and community health programs serving Indians, officers of the Indian Health Service, and superintendents of Indian schools. The 65 witnesses describe problems of alcoholism and drug abuse among children and youth on their reservations and discuss related problems of domestic violence, parental alcoholism, and teenage pregnancy. Witnesses explain existing prevention/treatment programs, discuss inadequacies of funding and political support for alcohol/drug education programs and treatment facilities, and present proposals for improving existing programs and establishing new ones. The appendix contains additional material submitted by 54 tribal governments, communities, schools, health services, prevention/treatment programs, and intertribal organizations.   [More]  Descriptors: Adolescents, Alcohol Education, Alcoholism, American Indian Education

Zastrow, Leona; Johns, Jennifer S. (1985). Johnson O'Malley Program Evaluation. 1984-85. The Johnson O'Malley (JOM) Program for 1984-1985 in the Albuquerque (New Mexico) Public Schools provided the 1,622 eligible JOM students and their parents with the opportunity to receive supplemental counseling, support services, and information through newsletters. Six high schools and two junior high schools with sizable eligible JOM student population were chosen for supplemental counseling. Six certified counselors were hired to provide supplemental counseling. All counselors were supervised by the District Coordinator of Indian Education. Supplemental counseling helped students accomplish specific competencies. Four problem-solving programs were developed to help students in the areas of drugs and alcoholism, personal and social problems, leadership, and parental involvement. A directory of resources was compiled listing agencies for referral. Students were provided support services for obtaining school supplies and participating in school activities. Parents were informed about the program activities and services through a series of six newsletters. Program achievement was evaluated in terms of seven objectives. Twelve recommendations are offered for continued improvement.   [More]  Descriptors: American Indian Education, American Indians, Ancillary School Services, Competency Based Education

Butler, Lorna Michael; Coppedge, Robert O. (1986). A Team Training Model: A Regional Approach to Changing Economic Conditions. Hard Times: Communities in Transition. A guide for community leaders, extension staff, and community or rural development practitioners outlines the evolution of a regional training model for community-based problem solving in rural areas experiencing economic decline. The paper discusses the model's underlying concepts and implementation process and includes descriptions of four workshops held in the western United States. It describes training methods and cites examples of participants in Montana, New Mexico, and Washington who applied the process to local situations, and speculates about further applications. Goals for workshop participants representing 29 communities included becoming more knowledgeable about fiscal, social, economic, and demographic consequences of decline, resources available to help cope with decline, processes of informing and involving people at home, and strategies for economic and social recovery. Aspects of workshop development included multidisciplinary approach, needs assessment and action planning, impact assessment, management and mitigation framework, case study, and action planning process. Success of the training model is attributed to the synergism of the team approach, the model's transferability and adaptability, the multiplier effect potential, and trainer-team followup.   [More]  Descriptors: Community Action, Community Change, Community Development, Community Involvement

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