This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include DEAN M. SCHWEICKHARD, Marianne Vaughan, John J. Seaberg, Julian Samora, Ameetha Palanki, Washington Congress of the U.S., Paul G. Liberty, Robert L. Gwaltney, Carl W. Borgmann, and Billy E. Askins.
(1968). Teaching Teachers to Teach the Disadvantaged; Study of Attitude Change. Attitude Change Title I (ACT I) was an effectiveness evaluation to determine what changes in semantic differential meaning accompanied Title I inservice teacher training, what differences in semantic differential meaning existed between teachers who did and did not have Title I training, and what relationships existed between personality characteristics and changes in attitude accompanying Title I training. The evaluation's primary population consisted of teachers of the disadvantaged (in Arizona, California, Nevada, and New Mexico) who had volunteered for Title I training during the 1966-67 school year; the three adjunct populations were teachers who had volunteered for Title I training during the 1965-66 school year, instructional leaders of 1966-67 inservice projects, and school district consultants who had had Title I training during the 1966-67 school year. Semantic differential was used to measure the evaluative, potency, and activity dimensions of meaning; one projective and four nonprojective instruments were correlate measures. F and t tests were applied to the data. It was found that Title I training of teachers during the 1966-67 school year did effect attitudinal differences, there were no attitudinal differences between teachers who had had Title I training in 1965-66 and those who had had training, and Title I training of consultants was not accompanied by attitudinal change. (Included are a 181-item bibliography and supplementary appendixes.) [More] Descriptors: Attitude Change, Disadvantaged Youth, Educationally Disadvantaged, Federal Programs
(1969). Four Corners Mental Retardation Project. The Training and Use of Indigenous Aides in a Sparsely Populated, Economically Depressed Region. Final Report. The activities of the Four Corners Mental Retardation Project conducted by the Western Interstate Commission for Higher Education are described in this document. The purpose of the project was to enhance services for the mentally retarded in the Four Corners Area (Arizona, Colorado, New Mexico, and Utah) focusing on the mentally retarded in the minority groups in the area (48.3 percent of the residents are Indian and 8.2 percent Spanish surname). A directory of services available to the mentally retarded was developed. Ten indigenous residents (8 Indians and 2 Spanish surname) from different communities in the area were trained in the fundamentals of mental retardation to help identify mentally retarded individuals, assess their needs, and to aid in providing necessary services to meet the needs identified. These bilingual, multi-cultural staff members were able to communicate the complex concepts of mental retardation to their own people. Field work and activities, results of a survey of handicapped persons in the Four Corners Area, services needed, and program development are discussed and 30 recommendations are offered. The appendices include an interim report of the project, consultant's reports, lists of agencies contacted, and letters from State Advisory Board members. [More] Descriptors: Activities, American Indians, Indigenous Personnel, Individual Needs
(1968). U.S. SCHOOL ADMINISTRATORS LEARN OF NAVAJO "REVOLUTION". NAVAJO CULTURE AND LANGUAGE ARE QUITE DIFFERENT FROM THAT OF OTHER AMERICANS, AND HELP TO ACCOUNT FOR GENERALLY LOW SUCCESS OF NAVAJO CHILDREN IN THE CLASSROOM. BY NOVEMBER 1966, WHEN TITLE I OF THE ELEMENTARY AND SECONDARY EDUCATION ACT HAD BECOME AVAILABLE TO FEDERAL SCHOOLS, THE NAVAJO TRIBAL COUNCIL'S EDUCATION COMMITTEE HAD DECIDED THAT WHAT THE STUDENTS NEEDED MOST WAS A BETTER COMMAND OF ENGLISH AND AN IMPROVED SELF IMAGE. AFTER DETERMINING THAT A LINGUISTIC APPROACH GREATLY FACILITATED ENGLISH AS A SECOND LANGUAGE (ESL) LEARNING, CONSULTANTS WERE HIRED TO HELP IN PLANNING AND EVALUATING ESL PROGRAMS FOR THE TRIBE. TWO RESERVATION ESL TRAINING CENTERS, EXPANDED IN-SERVICE EDUCATION OPPORTUNITIES, NDEA WORKSHOPS, AND CONSULTANTS WERE ALL UTILIZED TO AID IN TEACHER TRAINING AND GROWTH. BUS TRIPS OFF THE RESERVATION CONTRIBUTED TO STUDENT LANGUAGE ENRICHMENT. A CONTRACT HAS BEEN MADE WITH THE UNIVERSITY OF NEW MEXICO TO DEVELOP NAVAJO SOCIAL STUDIES UNITS UTILIZING A MULTI-DISCIPLINARY APPROACH AIMED AT DEVELOPING PROPER APPRECIATION BY NAVAJOS OF THEIR CULTURAL HERITAGE. OTHER PROGRAMS HAVE SOUGHT TO INVOLVE NAVAJO PARENTS IN THEIR CHILDREN'S SCHOOLING, AND THERE IS A MOVEMENT TOWARD FORMATION OF RESERVATION SCHOOL BOARDS COMPOSED OF INDIAN RESIDENTS. THIS ARTICLE APPEARED IN, "NAVAJO TIMES," WINDOW ROCK, ARIZONA, MARCH 7, 1968. [More] Descriptors: Boards of Education, Consultants, Demography, Educational Objectives
(1969). An Analysis of the Post-Retirement Employment of Army Commissioned Officers and Warrant Officers in the Southwestern United States. An empirical study was made to identify and measure some of the factors affecting the postretirement employment of United States Army officers and warrant officers living in the southwestern United States. Data were gathered by questionnaire survey of a random sample of officer personnel who had retired since 1960 and who lived in Texas, Oklahoma, New Mexico, Arkansas, or Louisiana. The chi square test and contingency coefficient analyses were used for statistical analyses of the data. These were among the elements in a typical employment profile: (1) the officer has full time employment in a white collar job at $11,000 a year, more likely with an educational or governmental institution than a business firm; (2) he uses his military training and experience to a high degree and believes that it helped him qualify for his civilian job; (3) his major problems in entering the civilian labor force are a relative lack of educational attainment, difficulty in translating military background into terms meaningful to civilian employers, and limitations imposed on Regular Army officers due to various restrictions on employment. Descriptors: Age Differences, Attitudes, Educational Background, Employment
(1989). Conditions and Needs of Rural Education in the Southwest Region. The five states of the Southwest–Arkansas, Louisiana, New Mexico, Oklahoma, and Texas–represent great diversity in economies, politics, educational settings, and resources. Despite this diversity, research indicates that rural small schools are concerned about the same issues as education as a whole. The purpose of this report is to present the common needs and conditions of rural education in the Southwest region, to describe the specific condition of each state's rural schools, economies, legislative mandates, demographics, educational indicators, and policies, and to serve as a catalyst for examining the challenges facing rural educators and the communities they serve. The report presents a comprehensive picture of the condition of rural schools in the region and of unique conditions of schools within each state. It contains three major sections: a regional overview, a description of Southwestern rural and small schools, and individual state profiles for the five states. The regional overview examines demographic and economic trends, legislative mandates, public education funding, rural education conditions and needs, and strategies for addressing regional needs, including economic development. The section on the description of rural small schools includes demographic information. Each state profile includes information on the economics affecting rural schools and discusses consolidation, the uses of technology, and education service centers. This document includes 87 references, 20 demographic tables, and 8 demographic maps. [More] Descriptors: Demography, Economic Climate, Educational Assessment, Educational Finance
(1984). Claims Against the U.S. Government by the Navajo Indian Tribe. Hearing before the Subcommittee on Administrative Law and Governmental Relations of the Committee on the Judiciary. Serial No. 67. House of Representatives, Ninety-Eighth Congress, First Session 3533, Claims Against the U.S. Government by the Navajo Indian Tribe. (November 2, 1983). On November 2, 1983, the subcommittee heard testimony concerning H.R. 3533 which would require the United States Court of Claims to hear eight claims originally filed against the United States Government by the Navajo Tribe in 1950 and later dismissed on technical grounds. The claims alleged that the Government improperly managed tribal resources and lands and violated the Treaty of 1868 by not dealing fairly and honorably with the Navajo Tribe in providing educational facilities and services required by law. Witnesses before the committee included Bill Richardson, Representative from New Mexico, who introduced legislation; Guy Gorman, Thomas Boyd, and Marshall Plummer from the Navajo Nation Claims Committee; William Schaab, the Tribe's claims attorney; and Anthony C. Liotta, Deputy Assistant Attorney General, who presented the Department of Justice's opposition to H.R. 3533. The bulk of this report consists of documents related to the complex 33-year history of the 8 claims and includes the Court of Claims opinion of June 13, 1979, the Navajo Tribe's petition for a review of that opinion, a 25-page summary of each claim, texts of the 1850 and 1868 treaties in question, and details of the controversial withdrawal of the claims in 1969 by a former tribal claims attorney. [More] Descriptors: American Indian Education, American Indian History, American Indian Reservations, American Indians
(1969). Salient Areas of Conflict between Administration and Teachers in a Minimally Industrialized Area. A study sought to determine whether differences in opinion exist between school administration and teachers in six New Mexico school districts concerning (1) the degree of importance they attribute to certain areas of school policy formulation and decision making, (2) school policy areas which should involve teachers, and (3) methods teachers should employ to obtain their goals. Officers of NEA and AFT affiliates, along with school board members and higher echelon administrators, were given a three-part questionnaire. The responses were analyzed for significant differences by one-way analysis of variance. Results show salient differences in opinion between teachers and administrators regarding the importance of policies to determine teacher workloads, select instructional materials, evaluate buildings and facilities, determine extra duties for teachers, and plan staff meetings. Disagreement existed over whether teachers should be involved in determining qualifications for administrators, size of administrative staffs, promotion and retention of administrators, promotion and retention of instructional staff, and professional leave practices. Disagreement was also expressed over methods teachers should use to obtain their goals. Samples of the data collection instrument and statistical analyses tables are appended. [More] Descriptors: Administrators, Boards of Education, Collective Bargaining, Conflict
(1995). Identifying the Need for Teaching Ethics in Professional Legal Education. This paper describes how the Minimum Continuing Legal Education Board (MCLE) of the Supreme Court of New Mexico used the "MacCrate Report" to start a process of identifying the need for practical training in ethics education for legal professionals. The report, "Legal Education and Professional Development–An Educational Continuum" (1992), better known as the MacCrate Report, has as a primary emphasis a section on fundamental lawyering skills and values of the profession as well as the continuum nature of professional legal education. Based on the report, a training needs assessment instrument concerning fundamental lawyering skills was developed. Contrary to some expectations, the instrument did not include a section pertaining to self-assessment of "competence in values." This controversy started a review to determine the extent to which ethics is taught in legal education, both in the law school and continuing legal education programs. Ethics was found to be extremely neglected in both settings. (Contains 18 references.) [More] Descriptors: Ethical Instruction, Ethics, Higher Education, Law Schools
(1995). From Clients to Partners: Four Case Studies of Collaboration and Family Involvement in the Development of School-Linked Services. Report No. 29. This study used ethnographic case-study methods to document four school-linked service initiatives that are moving in the direction of collaboration among local agencies and schools, and family empowerment. The projects vary in terms of population served and programmatic focus, and each program has one or more of the components required to make integrated services more responsive to the needs of children and families. The programs studied were: (1) the RAIN (Referral And Information Network) program in Fienberg-Fisher Elementary School in Miami Beach, Florida, which grew out of the Healthy Learners Project funded by the Danforth Foundation in 1990; (2) the Las Cruces, New Mexico community strategy that includes city agencies, school district, local health department, and families working cooperatively to solve problems and share information; (3) the school-based program in New Brunswick High school in New Jersey; and (4) the Parents as Facilitators: Building Local Leadership for More Responsive Services Parent Facilitation Project in Snohomish County, Washington. Six features of program design were identified that appeared to facilitate strategies of collaboration in local efforts to link education and other social services: (1) involving families as agenda setters and partners in collaboration; (2) creating a management structure with representatives of agencies and beneficiaries; (3) easing access to multiple sources of funding; (4) establishing interagency and cross-role networks; (5) providing training and other support for collaborators; and (6) funding and establishing collaborative evaluation mechanisms. (Contains a discussion of future directions for research and policy and 12 references. [More] Descriptors: Agency Cooperation, Case Studies, Community Involvement, Community Programs
(1994). Managing the Federal Direct Student Loan Program. Hearing before the Human Resources and Intergovernmental Relations Subcommittee of the Committee on Government Operations. House of Representatives, One Hundred Third Congress, First Session (June 10, 1993). The House Subcommittee on Human Resources and Intergovernmental Relations met to hear testimony from leaders in government and higher education on managing the federal direct student loan program. Focus was on the Department of Education's plans to correct existing management problems of the Guaranteed Student Loan Program and implement the additional responsibilities of managing a direct lending loan program. Statements are included from the following: Robert E. Andrews, New Jersey Representative; Stephanie Bloomingdale, U.S. Students Association; Thomas A. Butts, for the American Council on Education, American Association of State Colleges and Universities, American Association of Community Colleges, National Association of College and University Business Officers, and National Association of State Universities and Land Grant Colleges; Clarence C. Crawford, :U.S. General Accounting Office; Orcilia Zuniga Forbes, University of New Mexico; William F. Goodling, Representative from Pennsylvania; Madeline Kunin, U.S. Department of Education; Thomas E. Petri, Representative from Wisconsin; Anne Sturtevant, Emory University (Tennessee); and Edolphus Towns, Representative from New York. [More] Descriptors: Educational Finance, Federal Programs, Hearings, Higher Education
(1966). La Raza: Forgotten Americans. An effort to assess the status of the more than 4 million Spanish-speaking Americans (La Raza) in the Southwestern 5-state area of California, Texas, New Mexico, Arizona, and Colorado resulted in this collection of papers. The historical perspective of the positive factors in the development and persistence of the Spanish language is examined. The effort made by both Catholic and Protestant denominations to meet spiritual and socioeconomic needs of the Spanish-speaking population is pointed out. Also studied is the role of politics as a social instrument for improvement and as a shield against abuses, exploitation, and encroachments by the dominant society. Problems of predominately Mexican American migrant workers because of the lack of applicable labor legislation are examined. The social prejudice in areas of education, employment, housing, law enforcement, and jury service encountered by Spanish-speaking people are indicated and related to programs in progress to improve their situation. Emphasis is placed on the heterogeneity of the group which accounts for their inability to acquire representation in political, economic, and social life. The acculturation pattern of Mexican Americans is described and demographic characteristics are given. Descriptors: Adjustment (to Environment), Bilingualism, Church Role, Civil Rights
(1984). CTBS Testing: Albuquerque Public Schools District Report, Spring 1984. The Comprehensive Tests of Basic Skills (CTBS) battery are administered in New Mexico school districts as part of a state mandated assessment program. The tests are administered to students in grades three, five, and eight to measure achievement in the basic skills areas of reading, language, and mathematics. This report contains various types of test data which are to be used for the modification of the basic instructional program in the Albuquerque Public Schools (APS). The CTBS, Form U and its subtests are described. The 1984 test results for individual APS schools and average percentile ranks across the district are presented in graph format. Test scores for each grade level of APS students are better than student scores in the national norming population on every content area subtest. Average percentile scores compare the performance of APS students to the national norm group; the range of average performance is from the 40th to 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
(1968). The Concerted Services Approach to Developmental Change in Rural Areas: An Interim Evaluation. Center Research and Development Report No. 1. In 1965 Concerted Services in Training and Education (CSTE) began operation in three selected rural counties of New Mexico, Arkansas, and Minnesota with objectives of: (1) developing general operational patterns for alleviation and solution of occupational education problems, (2) identifying employment opportunities and occupational education programs for low income youth and adults, (3) developing ways for providing services needed to help people become employable, (4) demonstrating that occupational education programs can significantly increase employment opportunities, (5) demonstrating that a cooperative occupational effort based on local involvement will result in continuing community development, and (6) determining the relationship of educational and occupational patterns to the present and emerging needs of communities and making recommendations for adjustments. Some tentative conclusions pending full analysis of data are: (1) The program has created a vehicle for communication between agencies, (2) The program should be inaugurated in one county with future expansion to surrounding areas, (3) The local coordinator should have approval of area leaders, (4) many trainees have secured employment, (5) No marked increase in available jobs is evident, and (6) both obscurity and excessive publicity can be detrimental to program success. [More] Descriptors: Agency Cooperation, Community Change, Community Development, Coordination
(1967). THE ROLE AND POLICYMAKING ACTIVITIES OF STATE BOARDS OF EDUCATION. REPORT ON A SPECIAL STUDY PROJECT. SPONSORED BY STATE BOARDS OF EDUCATION IN ELEVEN REPRESENTATIVE STATES (ARKANSAS, COLORADO, CONNECTICUT, GEORGIA, NEW MEXICO, OHIO, OREGON, PENNSYLVANIA, SOUTH DAKOTA, MINNESOTA, AND WEST VIRGINIA), THIS STUDY CENTERS AROUND SEVEN BASIC PROBLEMS–(1) CONCEPTS OF "POLICY" AND "POLICYMAKING" IN STATE AND LOCAL EDUCATIONAL ADMINISTRATION ARE NOT CLEAR AND PRECISE, (2) STATE EDUCATIONAL AGENCIES ARE GENERALLY REQUIRED TO DEVELOP ALL RULES AND REGULATIONS GOVERNING EXTERNAL ADMINISTRATION, BUT FEW STATE OFFICIALS ARE FAMILIAR WITH THIS ASPECT OF POLICYMAKING, (3) FEW STATE AGENCIES HAVE WELL-DEVELOPED PROGRAM PLANS OR KNOW HOW TO DEVELOP FUNCTIONAL PROGRAM PLANS ON AN AGENCY-WIDE BASIS, (4) FEW STATE AGENCIES ARE FULLY AWARE OF THE DEGREE TO WHICH THEY ARE CONTROLLED BY OTHER STATE AGENCIES, (5) FEW STATE EDUCATIONAL AGENCIES HAVE DEVELOPED AND CODIFIED A BODY OF WRITTEN POLICIES, (6) RESEARCH IN STATE EDUCATIONAL ADMINISTRATION IS HANDICAPPED BY THE DIFFICULTY OF OBTAINING OBJECTIVE INFORMATION ABOUT THE "POLICIES" OF STATE EDUCATIONAL AGENCIES, AND (7) STATE BOARDS OF EDUCATION HAVE NOT BEEN AWARE OF THEIR POLICY DECISIONMAKING RESPONSIBILITIES. [More] Descriptors: Administrators, Agency Role, Certification, Curriculum
(1969). Mineral Engineering Education in the West. A large percentage of all US degrees in mineral engineering fields are awarded by 14 institutions of higher education in 13 western states: Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming. But low undergraduate enrollments in the mineral engineering curricula have increased per-student costs at most of these schools. Eight of the institutions must either continue their current mineral engineering programs, find ways to increase undergraduate enrollments, or discontinue the programs. This problem was the basis for a study of these institutions in which data were gathered and processed on operating budgets, degrees awarded, and enrollment figures. The findings of the study are presented in this report, with 4 recommendations for tackling this common economic problem: (1) the 8 institutions should enter into an agreement that would permit residents of any of the states to enroll as resident students in an institution of another of the states, (2) Hawaii, California, and Oregon should consider offering scholarships for qualified residents who wish to study mineral engineering at the undergraduate level, (3) the 8 institutions should explore the possibility of a cooperative recruiting effort to attract out-of-state students, and (4) state agencies should contemplate the feasibility of federal scholarships for nonresident students who are motivated toward undergraduate programs in mineral education. [More] Descriptors: Educational Economics, Engineering Education, Enrollment, Financial Problems