Bibliography: New Mexico (page 186 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Washington Commission on Civil Rights, Paul L. Fadelli, Frank Aquila, Margaret Diane LeCompte, E. ROBY LEIGHTON, C. Stephen Scheneman, Cecilia Cosca, Robert Brischetto, Edward A. de Avila, and John W. Tippeconnic.

Askins, Billy E.; And Others (1975). Responsive Environment Program for Spanish American Children (REPSAC): Fourth-Year Evaluation Study. Final Evaluation Report, 1974-75. An intervention program for 3, 4, and 5-year-old "high risk" (of low birth weight and with various handicaps) Spanish American children, REPSAC aims at providing successful experiences using the concept of responsive environment in English and Spanish language development and in improving cognitive and affective development. During 1974-75, 32 low birth weight children handicapped by physical difficulties, learning aptitude (IQ), perceptual and motor problems, language handicaps, and economic, cultural, and education deprivation participated at Clovis, New Mexico. The program was divided into comprehensive components: instructional, staff development, community-parental involvement, and media. The evaluation design focused on the instructional component and a follow-up study of former REPSAC students. Language development in English and Spanish, IQ, sensory and perceptual development, and school readiness were measured using pre and posttests. Periodic subjective evaluation of the students' self concept and personality development were conducted. Using a time-series analysis, personal interviews, and questionnaires, 27 former REPSAC students were studied. Some major findings were: students made significant gains in language ability, sensory and perceptual discrimination, and school readiness; showed positive and continuous self concept and personality growth; however, significant gain was not evident in learning aptitude.   [More]  Descriptors: Academically Handicapped, Bilingual Education, Early Childhood Education, Educationally Disadvantaged

Scheneman, C. Stephen (1975). Community Development: A 4-H Intern Report. State progress reports on the 4-H/Community Development program, a 1973 nationwide Federally sponsored program facilitating youth in community decision-making processes, indicate that the program appears to be evolving into a viable and integral part of the total 4-H program. Although the report describes unique program features of various States, statistical information is provided only on the 12 States which included their total number of youth participants in the State progress reports–Alabama, Arkansas, California, Georgia, Iowa, Kentucky, Michigan, New Mexico, North Carolina, North Dakota, Virginia, and West Virginia. The main approaches to launching programs were through regular 4-H programs and interorganizational involvement. They focus on specific problems or geographic areas. Ten suggested definitions of program areas include: leadership development; public affairs; taxation and local government; housing; manpower and career development; recreation and tourism; environment and ecology; business, industrial, and economic development; cooperatives and credit unions; and community facilities and institutions. About half of the report consists of various State program examples of: workshops, community planning, citizenship programs, a model city council, job and career programs, county clean-ups, Main Street beautifications, a blood donation campaign, hunter safety program, and a cultural heritage presentation.   [More]  Descriptors: Career Education, Community Development, Community Services, Cooperatives

Commission on Civil Rights, Washington, DC. (1973). Teachers and Students: Differences in Teacher Interaction with Mexican American and Anglo Students. Mexican American Education Study. Teacher-pupil verbal behavior in the classroom was assessed to discover if any significant differences existed in the interactions of teachers toward Mexican American and Anglo students. Classrooms were observed in 52 rural, urban, and suburban schools in California, New Mexico, and Texas with a substantial enrollment of Mexican American students. Data from 429 English and social studies classrooms in grades 4, 8, 10, and 12 were analyzed using the Flanders Interaction Analysis system to code teacher-pupil interactions and 22 school, classroom, and teacher characteristics. The differences in the way the teacher interacted with students were measured by the disparities in the Anglo and Mexican American per pupil measures which were calculated for each type of behavior. The coding of the classroom interaction was done every 3 seconds for 10 minutes in each classroom by 5 observers. The observers also coded observed teacher and classroom characteristics, briefly interviewed the teacher, and made a seating chart of the location of each chair and the ethnicity of each occupant while in the classroom. Data were also collected as to whether each observed classroom was tracked and to what degree. Significant differences were found between Mexican American and Anglo students in terms of teacher praise or encouragement, acceptance or use of student ideas, questioning, positive response, all noncriticizing talk, and all student speaking. Related documents are ED 052 849, ED 056 821, and ED 062 069.   [More]  Descriptors: Anglo Americans, Classroom Desegregation, Equal Education, Grade 10

Tippeconnic, John W., Jr. (1972). The Institute of American Indian Arts Background Information (Task One of the Transition Evaluation). Background Paper. The paper, prepared as Task One of the Institute of American Indian Arts Transition Evaluation, provides pertinent background information about the Institute of American Indian Arts in Santa Fe, New Mexico. A brief history of the Institute is given, with information about its philosophy and purpose; objectives; organization and administration; the high school, post graduate, and counseling and guidance programs; the student body; admission policy; recruitment program; student government; educational performance; staff; facilities; budget; major accomplishments; and past problems. The 1969 and 1970 evaluations, which are the 2 most comprehensive evaluations done, are included in the appendices. The 1970 evaluation is given in its entirety. Recommendations are given for art instruction, guidance and counseling, and administration. Among these are: (1) more emphasis should be placed on traditional Indian art instruction to instill in students a greater pride in preserving their cultural traditions and crafts; (2) the school should give a greater priority to its public relations work; and (3) a professionally trained psychologist with an understanding of cultural differences should be added to the staff. Data are given for age and grade, tribes and reservations, and reasons for dropouts.   [More]  Descriptors: American Indians, Art Education, Background, Counseling

Brischetto, Robert; Arciniega, Tomas (1973). Inequalities in Educational Opportunity and the Chicano. A Study of School Systems in the Southwest. Final Report. This research examined educational inequalities for Mexican Americans in the Southwest. A questionnaire survey was conducted in 1972 on a sample of 636 superintendents in the public school systems in Arizona, California, Colorado, New Mexico and Texas. The study was designed as a follow-up to a 1969 Civil Rights Commission survey of 538 superintendents in districts with at least 10 0/0 Mexican American enrollment and of 1,166 schools within these districts. A subsample of "Anglo" districts was added in the 1972 survey to estimate the extent of inequalities among districts of different ethnic enrollments. Quantity and quality of educational services were found to be highly related to the ethnic composition of district enrollment and to residents' income. Even after controlling state and district size, the relationships remained. Inequalities in educational resources and services based on ethnic composition of the district were also found among schools surveyed in 1969. Another dimension of the 1972 survey involved an analysis of superintendents' opinions on a variety of issues related to the central question of equality of educational opportunity. The findings have important implications for further litigation, legislation, and policy-making vis-a-vis the Mexican American student. Descriptors: Attitudes, Civil Rights, Court Litigation, Educational Opportunities

Jackson, Gregg; Cosca, Cecilia (1973). The Equality of Educational Opportunity within Ethnically Mixed Classrooms. Teacher-pupil interactions among students of different ethnic groups, with particular focus on possible disparities between Mexican Americans and Anglos, were compared. Data were also collected on Blacks and other ethnic group students, but the number of these students proved inadequate for statistical analysis. Classroom observations in rural, urban, and suburban schools in California, New Mexico, and Texas enrolling substantial numbers of Mexican American students were used. Data from 429 English language arts classrooms in grades 4, 8, 10, and 12 were analyzed using the Flanders Interaction Analysis system to code teacher-pupil interactions; and 22 school, classroom, and teacher characteristics were investigated. The system was modified in order to code the predominant classroom behavior with reference to the most appropriate Flanders category and to the identity of the student involved. The coding of raw data was modified to allow for sensitive analysis of possible disparities among students of different ethnic groups. The coding was done by 5 observers who spent 45 minutes in the 4th grade classes and the entire period in the other classes. Findings indicated significant differences between Mexican American and Anglo students in terms of teacher praise or encouragement, teacher acceptance, teacher questioning, teacher's positive feedback, all non-criticizing teacher talk, and all student speaking.   [More]  Descriptors: Academic Achievement, Anglo Americans, Classroom Desegregation, Educational Opportunities

de Avila, Edward A.; Havassy, Barbara (1974). Intelligence of Mexican American Children: A Field Study Comparing Neo-Piagetian and Traditional Capacity and Achievement Measures. Approximately 1,225 Mexican American and Anglo American children in grades 1-6 (ages 6-14) from California, Colorado, New Mexico, and Texas were tested using school achievement and IQ standardized tests and four Piagetian-derived measures (Cartoon Conservation Scales, Water Level Task, Figural Intersection Test, and Serial Task). The field study's goals were to examine the: (1) interrelations among the four neo-Piagetian measures in a Mexican American sample which varied as to geography and socioeconomic status; (2) neo-Piagetian measures' psychometric properties; (3) relation between developmental level as assessed by neo-Piagetian procedures and IQ as assessed by standardized measures; (4) extent of field-independence as measured by the Water Level Task; and (5) sex differences in performance on the tests. The developmental measures were given to all subjects irrespective of site while the standardized achievement and IQ tests were given on a site specific basis. Among the standardized tests were: Otis-Lennon Mental Ability Test, Inter-American Series; and Peabody Picture Vocabulary Test. Some findings were: except for the Serial Task, the neo-Piagetian measures possessed high reliability, homogeneity, and validity; and these measures exhibited a developmental progression of performance scores across age in accordance with Piaget's theory of cognitive development.   [More]  Descriptors: Academic Achievement, Anglo Americans, Cognitive Development, Cognitive Tests

Smith, James G. E.; And Others (1966). A Comprehensive Evaluation of OEO Community Action Programs on Six Selected American Indian Reservations. Report 4 – Final Report. The impact of the Office of Economic Opportunity (OEO) Community Action Programs (CAP) on 6 selected American Indian reservations (Gila River and Papago, Arizona; Santa Clara Pueblo, New Mexico; Pine Ridge, South Dakota; Turtle Mountain, North Dakota, and White Earth Chippewa, Minnesota) are evaluated. After considering the development of Indian poverty and research approaches employed in evaluation of CAP structure and operations on the 6 reservations, each reservation is discussed in respect to relevant historical and cultural background, resources and people, and the arrival and impact of CAP. An analytical critique and a summation of significant findings follow, relating this material both to Indian poverty and to OEO responses. Recommendations derived from this total range of investigations and analyses conclude the report. These focus on the principal problem areas identified in the course of project research and field work, and include suggestions, both for action and further research, bearing on improvement of existing programs. A brief note suggesting an innovative approach to the development of economically self-sustaining reservations is added, together with a brief commentary on alternative roads for the Indian into the post-poverty society. A synthesis of findings, recommendations, and bibliography are included. Descriptors: American Indian Reservations, American Indians, Community Action, Community Study

Leonetti, Robert (1973). A Primary Self-Concept Scale for Spanish-Surnamed Children, Grades K-4. The purpose of this study was to develop a group test of self-concept which is especially applicable to the Spanish-surnamed primary school student. The pilot version of this instrument, the Primary Self-Concept Scale (PSCS), was designed to measure 5 aspects of self-concept which were felt to be relevant to school success: behavior, intellectual, physical appearance, peer relationships, and emotional state. After factor analysis, however, the factors identified were (1) aggressiveness/cooperation, (2) intellectual self, (3) peer ostracism/acceptance, (4) helpfulness, (5) physiological self, and (6) adult acceptance/rejection. The 2 additional factors measured in this study were emotional self and success/nonsuccess. Both the preliminary and the revised PSCS were administered to 650 primary school pupils in New Mexico. Emanating from the PSCS was the third revision, the Primary Self-Concept Inventory (PSCS). Studies concerning the further development and refinement of the PSCI should include subjects from a variety of age levels, ethnic groups, and socioeconomic levels. Further research should also entail the development of remediational procedures closely related to performance on the PSCI.   [More]  Descriptors: Academic Achievement, Children, Cultural Influences, Doctoral Dissertations

Aquila, Frank (1975). Laws, Ruling Set Bases for Bilingual Programming. This document provides a detailed discussion of two laws and three court cases affecting the education of non-English speaking children. Title VI of the Civil Rights Act of 1964 addresses equal education opportunities for all Americans. The Four Point Memorandum issued by the Department of Health, Education and Welfare specifically deals with discrimination and denial of services on the basis of national origin. The Lau vs. Nichols legal case was filed in San Francisco to protect the rights of Chinese speaking students who were not receiving adequate education because of their ability to speak English. This landmark case in the movement for equal educational opportunity for non-English speaking people considered to have spurred bilingual education programming. The Serna vs.  Portales case continued the push for bilingual education by directing its efforts to Spanish-speaking persons in New Mexico. A court evaluation of the merits of bilingual/bicultural education concluded that (1) bilingual education was the best way of meeting the needs of the Spanish-speaking children, and (2) ordered an expansion of these services. The Aspria et al vs. the Board of Education case was brought to court in the interests of youngsters born in Puerto Rico or recent adult immigrants who are also parents. The Aspira decision led to a consent decree signed by both parties to provide bilingual programming for New York City children needing help in language.   [More]  Descriptors: Asian Americans, Biculturalism, Bilingual Education, Bilingual Schools

LEIGHTON, E. ROBY (1964). BICULTURAL LINGUISTIC CONCEPTS IN EDUCATION. A HANDBOOK OF SUGGESTIONS, PRIMARY TO ADULT, FOR THE CLASSROOM TEACHER, THE GUIDANCE COUNSELOR, THE ADMINISTRATOR. A SUMMER WORKSHOP CONCERNED WITH THE EDUCATION OF THE SPANISH- AND INDIAN-SPEAKING STUDENTS OF NEW MEXICO AND ARIZONA MET IN TUCSON, ARIZONA, TO ESTABLISH OBJECTIVES REGARDING THESE CHILDREN AND THEIR SPEAKING PROBLEMS. THE STUDENTS WERE DROPPING OUT OF SCHOOL AS A RESULT OF ACADEMIC AND SOCIAL FAILURE AND FRUSTRATION. BICULTURAL GUIDANCE, AN APPROACH INVOLVING BOTH THE TEACHER AND THE COUNSELOR, WAS SUGGESTED. THE BROAD DIFFERENCES IN THE CULTURAL PATTERNS OF VALUE ORIENTATION WERE RECOGNIZED. SOMETIMES THE TEACHER MAY MISJUDGE A STUDENT'S MOTIVATION. THE TEACHER SHOULD REALIZE THAT MANY CULTURALLY DIFFERENT STUDENTS HAVE A HOPELESS ATTITUDE BECAUSE OF A DEEP-SEATED SENSE OF INFERIORITY GROWING FROM THEIR COMPETITION WITH ANGLO-AMERICAN STUDENTS. IN THE AREA OF ORAL COMMUNICATION, THE TEACHER SHOULD EMPHASIZE INTONATION-PITCH, JUNCTURE, AND RHYTHM. HE SHOULD HELP STUDENTS MASTER THE SKILLS OF GRAMMAR, IDIOMS, AND IDIOMATIC USAGE. ENRICHMENT ACTIVITIES, SUCH AS CARDS AND FILMS, SHOULD BE UTILIZED. THE USE OF ART AND DRAMA FOR LANGUAGE LEARNING HAS PROVEN BENEFICIAL IN THE TRANSFERENCE OF SELF-DEVELOPED DRAWINGS TO VERBALIZATION. WITH THE USE OF DRAMATIZATION, A PLOT ONCE ESTABLISHED, COULD MODIFY AND CORRECT POOR SENTENCE PATTERNS. IN ART AND DRAMA, CULTURAL VALUES (DIFFERENCES AND SIMILIARITIES) COULD BE EXPLAINED, DISCUSSED AND EVALUATED. SOME OF THE REASONS THAT SPANISH AND INDIAN STUDENTS HAVE DIFFICULTY WITH LANGUAGE IS THAT THEY EXPERIENCE BASIC CONFUSION ABOUT SPEECH SOUNDS. REMEDIAL PROGRAMS SHOULD BE AIMED AT THE NEEDS OF THESE STUDENTS. Descriptors: American Indians, Bilingual Students, Cultural Differences, Dropout Attitudes

Murray, Betty (1975). A National Study of Minority Group Barriers to Allied Health Professions Education in the Southwest. Final Report. A 2-year study of minority group barriers to allied health careers in the Southwest was conducted to identify those barriers experienced by minority groups in entering and completing a postsecondary educational program in allied health. Data were obtained through: (1) 7 one-day conferences convening students, dropouts, nonstudents, staff, faculty, and administrators held in Arizona, California, Colorado, New Mexico, Oklahoma, and Texas; and (2) an examination of demographic and health manpower data. Conference participants ranked, by priority, the barriers according to their importance to each minority group (Spanish Americans, American Indians, and Black Americans). Findings were presented by categories of barriers and the stages in the process of acquiring professional status (application, matriculation, and completion). This final report presents: (1) an overview of the study, (2) brief descriptions of each phase of the study, (3) a summary of each conference, (4) a summary of the barriers and priority rankings for each geographic area, (5) a synopsis of the barriers and recommendations, (6) a statement of conclusions based on the study's findings as compared with the findings of other investigations regarding minority allied health professionals and students in the Southwest.   [More]  Descriptors: Administrator Attitudes, Allied Health Occupations Education, American Indians, Blacks

Jackson, Stephan L.; McCallon, Earl (1973). The Cross-Cultural Attitude Inventory: A Report on Item Analysis and Stability. The "Cross-Cultural Attitude Inventory" was constructed to measure 1 of the objectives of the bilingual education project of Region XIII Education Service Center in Austin, Texas, serving children aged 6 to 10 years. The educational objective which needed to be measured was whether "the children are taught the history and cultural heritage which reflect the value systems of speakers of both languages." The Elementary and Secondary Act, Title VII project sites chosen for testing included the Artesia, New Mexico; the Alice, Texas; and the Los Nietos and Collier County, California, project sites. Data for item analysis were collected through the testing of 313 primary grade children. Graphic symbols of the Anglo and Mexican American cultures were employed in the Inventory, which was constructed to evaluate attitude. The results indicated that the Inventory may be assumed to provide a gross measure of acculturation suitable for use with groups. The mean score for the Mexican American culture subtest was significantly lower than the score for the Anglo-culture subtest. Among the Mexican items, the Mexican flag, the Spanish word "si," the pinata, the bowl of menudo, and the Mexican hat possessed the highest item-test correlation. Among the United States items, the American flag, the cowboy hat, the piece of bread, and the pickle possessed the highest item-test correlations.   [More]  Descriptors: Acculturation, Attitude Measures, Bilingual Education, Cross Cultural Studies

LeCompte, Margaret Diane (1973). Who Fits the Procrustean Bed?: Spanish-American and Anglo Children Versus the Public Schools. The norms and behaviors appropriate to the world of work which are learned in school are expressed in teacher behavior and the classroom setting. Teacher behavior and classroom organization were examined to determine how they expressed work norms and in what ways they conflicted with the Spanish American culture. Behavioral measures were developed for those values which were most clearly related to success in the modern world of work–time, responsibility, work, and academic achievement. The sample consisted of 4th grade teachers and students in 2 Albuquerque (New Mexico) schools located in the: (1) South Valley, a predominantly Spanish American neighborhood with an almost rural small-town atmosphere, and (2) Southeast "Heights", a predominantly Anglo middle class neighborhood.  Data were obtained from: observations of teachers and students over a 9-month period; a 28-item, true-false questionnaire asking whether the teacher's behavior expressed the 4 values; and interviews with 12 pupils from each classroom indicating how this behavior was expressed. Some findings were: (1) teacher behavior fell into 2 major categories–the management core and the discretionary area; (2) areas of conflict were in following rules and expectations enunciated by the teacher, keeping quiet and overtly passive, keeping busy, and dividing up available time.   [More]  Descriptors: Academic Achievement, Acculturation, Anglo Americans, Comparative Analysis

Fadelli, Paul L. (1973). A Study: Conservation Education and the Western Textbook. The objectives of this study were two-fold: (1) evaluating the conservation content in the elementary, intermediate, and secondary grade textbooks used in 13 western states, and (2) researching, recording, and reviewing the textbook selection procedures. Part I indicates that textbooks are selected either by a state agency or the local school unit, depending on the state's needs and level of education. A summary of adoption procedures is presented for each of the states: Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming. In addition, an example of the California textbook selection process, step by step, is outlined together with some ideas for getting additional environmental material into the textbooks and NEA findings for textbook selection procedures throughout the 50 states. Part II details the evaluation of textbook content, discussing environmental concepts in subject texts for science, mathematics, English, health, history, and social studies. Supplemental material includes a sample of the evaluation instrument, a list of general environmental concepts, and responses to the evaluation instrument for 14 selected textbooks. The study concluded there was true lack of environmental information in the textbooks evaluated.   [More]  Descriptors: Conservation Education, Content Analysis, Elementary Education, Environment

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