Bibliography: New Mexico (page 185 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Cynthia A. Linhart, Billy E. Askins, Duane W. Smith, John L. Yeager, Southern Association of Agricultural Scientists. Rural Sociology Section., William P. Kuvlesky, Washington Congress of the U.S., Joe R. Gonzales, Albuquerque Bureau of Indian Affairs (Dept. of Interior), and Stanley Laktasic.

Congress of the U.S., Washington, DC. Senate Select Committee on Indian Affairs. (1977). Indian Self-Determination and Education Assistance Act Implementation. Hearings Before the United States Senate Select Committee on Indian Affairs, 95th Congress, 1st Session on Implementation of Public Law 93-638–The Indian Self-Determination and Education Assistance Act (June 7 and 24, 1977). Although the American Indian Self-Determination and Education Assistance Act became law in 1975, Indian people continued to encounter problems and barriers to the assumption of control over Bureau of Indian Affairs (BIA) and Indian Health Service (IHS) programs. In June, 1977, the United States Senate conducted oversight hearings to take testimony from tribal representatives, the BIA, and IHS regarding their progress in implementing the Act, already a law for two and one-half years and for which implementing regulations and funding had been available for one and one-half years. On June 7, 1977, representatives from the BIA and IHS identified certain key implementation issues. On June 24, 1977, in Albuquerque, New Mexico, tribal witnesses addressed these issues, presented testimony regarding problems they had experienced in trying to contract continuing federal programs and services to be run by Indian tribes and organizations or in applying for self-determination grants, and proposed changes to the law and its administration by the agencies. Among the tribal witnesses were representatives from the National Tribal Chairman's Association, National Congress of American Indians, Navajo Nation, Central Council of the Tlingit and Haida Indians, All Indian Pueblo Council, Quinault Indian Nation, and Tanana Chiefs Conference.   [More]  Descriptors: American Indian Reservations, American Indians, Educational Programs, Federal Indian Relationship

Askins, Billy E.; And Others (1976). Outreach Activities (Replication Services) of the Responsive Environment Program for Spanish American Children (REPSAC). Evaluation Report, November 29, 1974-June 30, 1976. In 1975-76, an outreach activities component enabled REPSAC (a highly successful early childhood bilingual intervention program) to provide replication services to various local education agencies requesting such services. Training was taken to the replication centers by a specially designed and equipped motor coach. During the year, the Fort Sumner, Artesia, and Carlsbad (New Mexico) school districts requested replication services. In addition, the Clovis-Portales Bilingual Early Childhood Program made replication, with training sites in Clovis and Portales. Teachers and aides were trained through visits by the outreach training team and a workshop at the parent center. Evaluation was conducted via: objective evaluations of the formal course; classroom visits; site-visits with administrators, teachers, and aides; self-evaluation questionnaires from the trainees and trainers; and a review of various records/logs maintained by the outreach training team. A follow-up of former REPSAC students in grades 1-4 was conducted. Findings included: teachers gained a good understanding of handicapping conditions and of how to adequately screen their children; the training workshop had a positive effect on the participants' teaching behavior; and the follow-up study indicated a downward trend for Spanish language development, a slightly upward trend for English language development; and a rather stable trend for learning aptitude.   [More]  Descriptors: Academic Achievement, Academically Handicapped, Bilingual Education, Early Childhood Education

Kuvlesky, William P. (1978). The Variable Significance of Religion Among Ethnic Types of Rural Youth in the U.S.: A Synthesis of Research Results. A comparative analysis of the findings of three studies involving widely varying ethnic groupings of rural youth was conducted in order to evolve a speculative frame of propositions about religion as a variable attribute of the life situation of rural youth, and to speculate about the possible significance of patterned variability in religious orientation and organization as an attribute of rural communities relative to its impact on the youth's self-defined interests and values. Representing New Mexico Spanish Americans, Ohio Mennonite-Amish, and Texas Mexican Americans, Blacks, and Anglos, and at least three cultural regions of the U.S. (South, Northeast, and Southwest), the studies did not focus on religious phenomena per se; however, each involved, as a part of other primary objectives, recording of observations on youth's religious behavior and orientations. All variable aspects of religion as it related to rural youth's orientations, behavior, and social contexts and which were included in any of the three studies were listed. Then a brief notational conclusion about what was found in reference to each study was given. It was concluded that religion will vary in its significance for the individuals included. At the same time, to the extent that religion varies as a social institution in the sociocultural context of a locality or a social area (consisting of similar local communities), it can have a patterned variability in significance for and impact on youth as a whole.   [More]  Descriptors: Amish, Behavior Patterns, Black Youth, Comparative Analysis

Bureau of Indian Affairs (Dept. of Interior), Albuquerque, NM. (1975). Chief Area Education Officers Annual Report, July 1975. Research and Evaluation Report Series No. 34. Prepared as a program planning tool for participants of the Bureau of Indian Affairs (BIA) Chief Area Education Officers 1974 conferences, this initial annual report includes topics discussed during the conferences; conference addressed presented by the Director of Indian Education Programs; conference evaluations; and selected reports presented by Area Office representatives. Specifically, the following are presented: (1) Introduction (the basic theme is identified as that of sharing mutual problems and concerns between Washington management and the field offices); (2) Conference Locations and Agendas (Albuquerque, New Mexico; Scottsdale, Arizona; and Warm Springs, Oregon); (3) Keynote Addresses by Dr. Sockey ("New Directions in Indian Education"; "The Year Ahead"; "Excellence in Indian Education"; "Where Are We Headed?"); (4) The Evaluation Instrument (covers major conference topics–Secretarial Objective on School Management Options; What do we do next?; career development; budget; accountability objective; enrollment trends in off-reservation boarding schools; school facilities objective; school construction standards; community facilities as part of school construction; review and interpretation of revised Johnson O'Malley (JOM) regulations; JOM contracting procedures; the Indian Self-Determination and Educational Assistance Act; student rights and responsibilities).   [More]  Descriptors: Accountability, Agency Role, American Indians, Annual Reports

McBain, Susan; And Others (1978). Catalog of Vocational Education and Related Programs Designed for Instruction of American Indians. To plan a curriculum for a vocationally based community school in Navajo, New Mexico, the Navajo Department of Education (with assistance from the American Institutes for Research) surveyed the nation for vocational education programs which had been developed or adapted specifically for use with American Indians or Alaska Natives. State directors of vocational education, state education research planning units, regional educational laboratories, relevant journals, and personal referrals identified 109 programs to study. Forty three of the 109 returned completed questionnaires, 34 of which were usable in compiling the catalog. All programs were in operation prior to November 1976 and were designed to teach one or more of the following skill areas: job awareness skills, job planning skills, school performance skills, job getting and maintaining skills, and specific vocational skills. Uniform data presented to describe each program include official title; skill area of emphasis; Indian enrollment, tribe, sex and ages of students; setting; materials, equipment and supplies used; number and qualifications of teachers; costs to students; length; and name and address of a program representative to contact for further information. An analysis of the contributions these programs made in developing the Navajo community school curriculum is reported in Chapter V of "A Study of the Feasibility of Vocational Modules" (the first document in this series). Descriptors: Alaska Natives, American Indian Education, American Indians, Career Guidance

Southern Association of Agricultural Scientists. Rural Sociology Section. (1978). Rural Sociology in the South, 1978. Proceedings of 1978 Annual Meeting of the Southern Association of Agricultural Scientists, Rural Sociology Section (Houston, Texas, February 5-8, 1978). The 1978 annual meeting featured 60 papers in 15 subject matter sessions. Authors were primarily from the South, but senior authors from Kansas, New Mexico, and New York also presented papers. Session A, the plenary session, included three papers on contributions of multidisciplinary research to university research and public service programs. Subject matter and number of papers presented in the other sessions were: B. Occupational Prestige (2 papers); C. Status Attainment (3 papers); D. Rural and Urban Culture (1 paper); E. Rural Poverty (3 papers); F. Community Satisfaction (4 papers); G. Occupational Choices (3 papers); H. Community Development (3 papers); I. Demography and Ecology (2 papers); J. Methodology (2 papers); K. Agricultural Institutions (2 papers); L. Rural Institutions (4 papers); M. Extension Sociology (4 papers); N. Potpourri (2 papers); O. Southern Regional Project S-114 (1 paper on "Students enrolled in Colleges of Agriculture at Southern Land Grant Universities: A Preliminary Overview"); and P. Southern Regional Project S-120–"Social Organization for Development of Low Income Rural Counties" (5 papers). This document includes the papers given, history and operating procedure of the Rural Society section, minutes of 1977 and 1978 annual meetings, and a list of all known conference participants. Descriptors: Agricultural Colleges, Area Studies, Career Choice, Community Development

Askins, Billy E.; And Others (1976). Responsive Environment Early Education Program (REEEP): First Year Evaluation Study. Year-End Evaluation Report, 1975-76. Formerly the Responsive Environment Program for Spanish American Children, REEEP is an educational intervention program for 3-, 4-, and 5-year-old "high risk" (of low birth weight and with various handicaps) Spanish American children. Goals of REEEP, an Elementary and Secondary Education Act Title III program, are to: prevent school failure with an intervention program which includes early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; provide in-service training to selected early childhood and kindergarten teachers and aides employed by various New Mexico school districts; and disseminate information concerning the program. Evaluation of the instructional activities was based on a pre-posttest design using standardized tests which measured language development in Spanish and English, school readiness, and self concept and personality development. In-service training and dissemination activities were subjectively evaluated using site-visits, observations, records, and self-reports by the staff. Major findings included: students made significant gains in language development in Spanish and English and in general school readiness; students developed and/or maintained a positive self concept and substantially developed in various dimensions of personality growth; and an outstanding in-service training program was provided.   [More]  Descriptors: Academic Achievement, Academically Handicapped, Bilingual Education, Demonstration Programs

Carter, George E., Ed.; Mouser, Bruce L., Ed. (1975). Identity and Awareness in the Minority Experience. Selected Proceedings of the 1st and 2nd Annual Conferences on Minority Studies (March, 1973 and April, 1974). Volume 1, Number 1. The first conference focused on specific approaches in the offering of minority studies (both as a collective unit and as separate entities) and on problems of "Anglo" educators in medium-sized Midwestern institutions. Topic panels focusing on various literatures and on specific minority groups were held at the second conference. Stemming directly from papers presented at both conferences, this anthology of 14 essays deals with the subject of identity and awareness in the minority experience of Latinos, Native Americans, and Afro-Americans. Topics covered include: the importance of literature in the emergence of Latino identity; drama as an important medium in a quest for Latino identity; the main thrust of the Chicano studies program at New Mexico Highlands University (Las Vegas); Navajo "nationalism" as a source of identity and awareness; the impact of urbanization on the identity of Native Americans; the importance of identity and awareness from a literary perspective as it relates to Native Americans; the mulatto tradition in literature, a search for identity in two worlds; black identity and awareness viewed from the negative side, as developed by the English; adolescent literature viewed as a method of developing awareness and self-identity; the development of racial pride among blacks (from an historical perspective); and the issue of educational programs in the context of resocialization.   [More]  Descriptors: American Indians, Anthologies, Black Literature, Black Studies

Congress of the U.S., Washington, DC. Senate Committee on the Judiciary. (1975). Indian Education Accountability. Hearings Before the Subcommittee on Administrative Practice and Procedure of the Committee on the Judiciary, United States Senate, 93d Congress, 1st and 2d Sessions (December 13, 1973 and August 22, 1974). American Indian educational accountability constitutes the subject of these 1973 and 1974 Senate hearings. Testimony is presented for representatives from: the National Advisory Council on Indian Education; the Bureau of Indian Affairs (BIA); and the Institute for the Development of Indian Law. Also presented in this document is an extensive appendix which includes the following: 1951-53 Indian Affairs manual; Memorandum of Understanding between the U.S. Office of Education (USOE) re: Title I of the Elementary Secondary Education Act; letters; Title I report from the BIA for 1973 projects; Department of the Interior (DOI) audit of Johnson O'Malley (JOM) assistance to Independent School District Number 22 of Kirtland, New Mexico (1969-72); DOI audit findings re: JOM program for the Juneau Area Office (1970-72); administrative determination on appeal and petition of Molly Hootch by Juneau's Area Director (1973); memorandum of points and authorities in support of petitioners' appeal of BIA administrative determination re: Molly Hootch appeal; DOI audit of BIA contracts with Oklahoma (1970-72); memorandums re: outplacement programs for BIA employees affected by Indian tribal takeover and transmission of guidelines to tribes; secretarial objectives of Indian controlled schools; the President's 1970 message to the Congress re: recommendations for Indian policy.   [More]  Descriptors: Accountability, American Indians, Contracts, Cost Effectiveness

Gonzales, Joe R., Comp. (1977). Spanish/English and Native American/English Bibliography. A Guide to the Holdings of the SW-BETRC Resource Materials Bank. A guide to the holdings of the Southwest Bilingual Education Training Resource Center (SW-BETRC) located at the University of New Mexico in Albuquerque, this bibliography includes updated (60's and 70's) listings and annotated citations relevant to bilingual/bicultural education programs comprised of English, Spanish, and Native American language components. Divided into seven basic sections, this bibliography includes (1) an annotated educational and cultural bibliography of Mexican American professional resources listed by author's surname (130 citations); (2) a listing of over 150 locally and commercially developed classroom instructional materials with grade level and publisher's title; (3) a listing of 165 Native American professional resources with descriptions (includes print and non-print materials); (4) a listing of some 175 bilingual evaluation instruments (secondary level) available for reference use in the Center's Materials Bank or via the accompanying distributors list; (5) a list of 41 bibliographies providing information and references to early childhood education, bilingual education programs, evaluation, migrant education, parent-community involvement, and other specific aspects of bilingual education; (6) a list of 25 ERIC (Educational Resource Information Center) sources on bilingual/bicultural education; and (7) a list of 55 distributors of bilingual materials (includes addresses, catalog titles, areas of interest, and material types). Descriptors: Agencies, American Indians, Annotated Bibliographies, Audiovisual Aids

Dunne, Faith; And Others (1978). Options: A Career Development Project for Rural High School Students. Final Report. Options was a two-year research and curriculum design project conducted at Dartmouth College (New Hampshire) under a grant for the Women's Educational Equity Act Program Staff. The project completed the following: assessment of career-related perceptions and self-defined needs of rural young people in five different rural regions (Northern New England, Oregon, Tennessee, Nebraska, and New Mexico); design, field-testing, and revision of a curriculum focused on the general needs of rural students and the specific circumstances of youth in the rural Northeast; adaptation of the original course to specific circumstances in each of four other regions; field-testing of the adapted curricula in schools located in the four regions outside the Northeast; evaluation of the original and adapted curricula through a pre-post testing procedure; and development of a manual to facilitate the adaptation of regional curricula to specific circumstances of other localities. The Survey of Occupational Career Interests was used to survey 248 females and 191 males for purposes of developing the initial curriculum in the first year. The adapted version, Profile of Occupational Interests, was used in the second year to survey 953 males and 952 females. The four field test sites were divided into control and experimental groups (those receiving elaborate support services and those who did not). Evaluation indicated the development team/nondevelopment team variable was not significant but that student change was significantly more positive in the experimental classes. Descriptors: Career Awareness, Career Development, Curriculum Development, Differences

Yeager, John L.; Linhart, Cynthia A. (1978). Adequacy of Budget Formulas for Balancing Institutional Needs and Resources in Non-Growth Periods. AIR Forum Paper 1978. As a response to the concerns associated with the allocation of state resources to institutions of higher education, several states have developed budget formulas to derive estimates of the institutional financial requirements. Formulas, however, were developed during a period of rapid growth, and might be unresponsive to institutional needs during the forthcoming decade of stabilized or declining enrollment. Two major questions are addressed in this paper: (1) To what extent are budget formulas responsive to changing enrollments? and (2) To what extent are the internal budget factors concerning formula adequacy affected by enrollment shifts? Characteristics of an hypothetical institution were developed for the base FY 1977 and then projected to FY 1978 under five conditions of enrollment. These characteristics were applied, as required, to five selected FY 1978 state budget formulas: Louisiana, New Mexico, Ohio, Tennessee, and Texas. Examination of the results indicated that under conditions of declining enrollment, the fixed costs of institutional support and maintenance are not adequately reflected in the budget. This appears to be the case even when the formula is designed specifically to address such costs accurately.   [More]  Descriptors: Budgeting, College Planning, Declining Enrollment, Educational Finance

Naranjo, Tessie; Laktasic, Stanley (1978). 19 Pueblo Dropout Study. Primary objectives of the first comprehensive study of New Mexico Pueblo school dropouts were to identify and locate such dropouts, to determine reasons for Pueblo dropouts, and to identify types of counseling and services available. Of 710 identified dropouts, 328 from the 19 Pueblos were interviewed in home visits. Personal reasons (seeing no reason for being in school, pregnancy) accounted for 47.9% of the dropouts; school problems (boredom, inability to get along with teachers and classmates led to 38.7%; family and health problems caused the rest. Teachers were frequently available to help with academic problems, mainly in math and science, but counselors were generally not available to help with personal problems. About 87% of the dropouts planned to continue their educations either by earning a G.E.D. or by attending school. Although 37.3% were uncertain of career plans, 32% planned for vocations and 9.7% for paraprofessional jobs. Results tabulated by school district and individual Pueblo were similar in most cases, but there were some sex-related differences. In terms of course design, care should be taken to maintain interest for Pueblo students; current, informative classes in birth control and family planning should be developed and implemented. Tutorial services and the number of trained school counselors should be increased. The report contains a resource directory. Descriptors: Academic Failure, American Indian Education, Career Education, Counseling Services

Smith, Duane W. (1978). School Finance in a Federal City: Los Alamos as a Case Study. The Los Alamos schools obtain support from a combination of local, state, and Department of Energy funds mandated by the Atomic Energy Commission Community Act. Each year the Los Alamos schools prepare three budgets, and during any week the schools may work directly with all three levels of government concerning funding. In 1974 the state of New Mexico legislated an equalizing method of funding that resulted in Los Alamos receiving considerably less than before. The Los Alamos schools in response sued the state for allegedly violating the supremacy clause by cancelling the effects of the Atomic Energy Commission Community Act. The circuit court decision ruled in favor of the state. Los Alamos anticipates continued payments from the Department of Energy, and an attempt will be made to circumvent the adverse effects of the current state aid formula. Clearly, school finance problems are increasing in complexity. In addition, equalization programs should be amended to stop rewarding schools that exhibit lower quality work and poor performance. Rather, schools doing a good job should be rewarded. Finally, it is the community rather than the state or federal government that can provide a strong education plan for youth. Questions and answers concerning the topic are included. Descriptors: Budgets, Case Studies, Court Litigation, Educational Finance

Cummings, Tom (1975). Bilingual/Bicultural Law-Related Curriculum at Pine Hill High School, November 1975. For 5 years, Ramah Navajo High School (New Mexico) has researched, produced, and taught a bilingual bicultural law-related-curriculum that emphasizes the pluralistic legal environment in which Navajo students exist. The resulting 4-unit law-related curriculum is compiled from anthropological field data gathered by local legal specialists working with a consulting attorney and is an introduction to law ways, customary as well as formal, that are important as Navajo people meet the problems of contemporary everyday life. The case method is utilized, setting forth disputes, and illustrating how parties to disputes define problems and resolve them. Students participate in bilingual "moot courts" representing both cultures; utilize a bilingual dictionary compiled by the local legal and language specialists; view video tapes of tribal judges, prosecutors, and other legal officers familiar with local disputes; and students then evaluate the program through their comprehension of Anglo American legal concepts expressed in local language (Navaho and English), which is then reviewed by local advocates. Staff development involves training of: legal specialists in field study techniques to develop materials for the classroom; local advocates to give appropriate presentations in the classroom; and parent teachers to assist in classroom preparation, presentation, and evaluation. Descriptors: American Indian Culture, Biculturalism, Bilingual Education, Case Studies

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