Bibliography: New Mexico (page 189 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include John F. Haltom, Nelle Moore, Dean C. Coddington, Lexington Council of State Governments, Judy A. Schrag, Laverne Cook, Betty Mace-Matluck, Virginia J. Tefft, Martha Boethel, and M. Terry Sovel.

Haltom, John F.; Singleton, James F. (1972). From Indian Village to Chicano Suburb: Problems of Identity and Suburbanization. A case study of social change, this paper describes the community of Tortugas, an American Indian-Mexican village at the southern edge of Las Cruces, New Mexico. The Indian inhabitants of the community have been assimilated into the rural Mexican American subculture, which has become increasingly suburban through a process little explored in the literature on suburbanization. The study attempts to document the suburbanization of one community, to describe the problems suburbanization created, and, hopefully, to contribute toward the development of an adequate typology of suburbanization. Data is based on a combination of historical sources and 2 surveys: in the April 1972 survey, 145 interviews were completed; the second survey, completed in October 1972, was composed of 21 interviews with elected officials and influentials of Las Cruces and officers of a unique corporation–Los Indigenes. The conclusion indicates that the Tortugas community and other communities facing absorption into an urban complex do not wish to relinquish either their governmental autonomy or their life style. However, Tortugas appears to be drawn into the Las Cruces urban area by forces that appear irreversible. The people of Tortugas appear powerless to resist whatever fate leaders of the adjacent city may plan for them, be it annexation or re-creation of an Indian pueblo that never existed.   [More]  Descriptors: Acculturation, Community, History, Land Settlement

OVARD, GLEN F.; AND OTHERS (1965). A COMPREHENSIVE REGIONAL APPROACH TO SMALL SCHOOL DEVELOPMENT. THIS BROCHURE SUMMARIZES THE WESTERN STATES SMALL SCHOOL PROJECT. INCLUDED ARE THE PROJECT'S BASIC ASSUMPTIONS, CRITERIA FOR MEMBERSHIP, A LIST OF THE FIVE PARTICIPATING STATES, THE HISTORY OF THE PROJECT, A DESCRIPTION OF FOUR MAJOR PROJECTS ORGANIZED TO PROMOTE SMALL SCHOOL IMPROVEMENT, SIGNIFICANT RESULTS OF PROJECT ACTIVITIES, A CAREER SELECTION EDUCATION PROGRAM, AND THE MANY DIVERSE PROJECTS OF THE PARTICIPATING STATES. THE ARIZONA PROJECT ATTEMPTS TO MEET THE NEEDS OF BOTH STUDENTS AND TEACHERS FOR INDIVIDUALIZING THE TEACHING-LEARNING PROCESS. THE COLORADO PROJECT IS CONCENTRATING ON NEW METHODS, TECHNIQUES, AND ORGANIZATIONAL PATTERNS. THE NEVADA PROJECT EMPLOYS A VARIETY OF INSTRUCTIONAL MEDIA OR MATERIALS TO REDUCE THE EFFECTS OF SMALLNESS AND ISOLATION. THE NEW MEXICO PROJECT IS EMPHASIZING LINGUISTIC READING IMPROVED PREPARATION FOR CULTURALLY DEPRIVED RURAL CHILDREN, AND SPANISH FOR SPANISH-SPEAKING CHILDREN. THE UTAH PROJECT IS DEVELOPING GUIDELINES FOR AN ENVIRONMENT TO STIMULATE AND ENCOURAGE INDEPENDENT STUDY IN INDIVIDUALIZED PROGRAMS OF INSTRUCTION, EXPLORE APPROACHES TO MEETING THE PROBLEM OF EARLY CULTURAL DEPRIVATION, AND DEMONSTRATE THE EFFECTIVE USE OF EDUCATIONAL TELEVISION IN SMALL SCHOOLS. A DIRECTORY OF THE PROJECT DIRECTORS AND THE POLICY BOARD IS ALSO INCLUDED.   [More]  Descriptors: American Indians, Disadvantaged, Education, Educational Media

Dowler, Earl R.; And Others (1995). The HOTT Program. Higher Order Techno Thinking: Its Trials and Tribulations. The Higher Order Techno Thinking (HOTT) Program was developed by a group of graduate students, who were experienced teachers, at the University of New Mexico. The objective was to develop an environment in which independent research, curriculum integration, multicultural awareness, and technology application could be integrated into a general or alternative learning environment. About 30 elementary and middle school students from varied educational settings, including one that combines home and classroom schooling, participated in the HOTT program. Each received instruction in using telecommunications technology. Each student then assumed the role of an individual from another culture, accessing information about the chosen character through information provided by " Mr. Data," a graduate student. Mr. Data answered questions individually and communicated with the students in ways that increased their enthusiasm and interest. The information allowed students to role-play and interact electronically. Student reactions were positive and teachers agreed that the program had promoted its objectives and allowed students to experience the power of high technology communication. HOTT taught that the computer is a tool and not merely a toy.   [More]  Descriptors: Access to Information, Computer Assisted Instruction, Computer Mediated Communication, Computer Networks

Council of State Governments, Lexington, KY. (1972). The Age of Majority. During the past 2 years state laws lowering the age of majority to 18 and other statutes that confer some majority rights on minors have considerably altered the status of young people in our society. In 7 states, the age of majority has been lowered in an effort to relieve young people of the minority disabilities originally intended to protect them from corrupting influences, economic exploitation, hasty action in social relations, and improvident decisions on commercial matters. During the past years Illinois, Michigan, New Mexico, North Carolina, Tennessee, Vermont, and Washington have lowered the age of majority from 21 to 18; in all of these states 18 year olds may contract, own property, make wills, and in all but 1 of the states may marry without parental consent; in 3 states those 18 years of age were authorized to drink intoxicating beverages. This document presents the background of majority legislation, the recent changes in the past regarding the youth of the country.   [More]  Descriptors: Age Groups, Civil Rights, College Students, Higher Education

Platt, Bradley R. (1984). The Environmental and Ecological Awareness Potential in the Organized Camp Setting. The purpose of this study was to determine if an organized camp experience resulted in elementary school students having a higher level of environmental and ecological awareness than elementary students who had not had an organized camp experience. A letter of intent was circulated throughout all elementary schools in the Anchorage, Alaska school system. Sixteen teachers responded volunteering their classes for the study. Of these teachers four were randomly selected. The control group was composed of 19 fifth- and 42 sixth-graders, who had not had an organized camping experience. The experimental group included 17 fifth-graders and 6 sixth-graders who had attended the Alaska Center for the Environment's camp during the summer of 1983. The New Mexico Concepts of Ecology Test, Level 1, was administered to both groups. Using a static-group comparison design and applying a t-test for independent samples, it was found that an organized camp experience did not significantly increase the level of environmental and ecological awareness in fifth- and sixth-graders. It was concluded that the study should be repeated using larger samples and possible other school systems before precise results can be obtained. Descriptors: Camping, Ecological Factors, Elementary Education, Environmental Education

Tefft, Virginia J. (1969). A Physical Education Guide with English Language Practice Drills for Teachers of Navajo Kindergarten and Primary School Children. Cultural and language barriers, particularly among Indian and Spanish American students, face 40% of New Mexico's school age children. This often forces them to become disadvantaged as they progress through the public schools. The present 1968-69 study has devised guides for teaching physical education while giving second language practice in kindergarten and in primary grades. Teaching approaches motivate the learner toward a process of self-discovery in each activity. Procedures are described for subject selection, devising the guides, field testing the guides, and data collection and evaluation. Eleven teachers in 2 public schools with 275 students, mainly Navajo, field tested the guides for 18 weeks. It was found that, through teaching second language and physical education together, subjects learned to use selected English sentence patterns comfortably and appropriately, and associated language learning with enjoyable activities. It was recommended that the guides be revised, tested, and utilized in an extended 36-week program. The document contains a bibliography, along with a chapter devoted to review of related literature. The guides for teaching physical education simultaneously with English language practice drills are appended. An evaluation of the field study is also presented. Descriptors: American Indians, Cultural Influences, Disadvantaged Youth, Discovery Learning

Schrag, Judy A. (1996). Use of Part B Funds To Support School Reform by Nine State Education Agencies. Final Report. This report analyzes the uses of the Individuals with Disabilities Education Act (IDEA) Part B discretionary/set-aside, administrative, and flow-through funds for school reform activities. Telephone interviews were held with state directors of special education or staff from nine state education agencies (California, New Mexico, Iowa, Illinois, Michigan, Pennsylvania, Connecticut, Tennessee, and Florida). Findings indicated that all nine states are using Part B discretionary funds to support activities directly related to statewide school reform initiatives. Findings are detailed in text and tables for each state, concerning: (1) the extent to which students with disabilities are included within school reform efforts; (2) examples of school reform activities supported by Part B (such as changes in assessment of students with disabilities); (3) changes occurring within the states that may impact the use of Part B funds (including political, organizational, policy, and programmatic changes); and (4) recommendations related to changes in IDEA reauthorization to facilitate the use of Part B funds for school reform. These recommendations include: joint responsibility of other agencies for non-educational services; linkages with the gifted and preschool programs; reduction of time and effort in reporting requirements for split funding of personnel; and greater involvement of general education. The interview instrument and a table summarizing Part B uses for school reform are attached.   [More]  Descriptors: Decision Making, Disabilities, Educational Change, Educational Legislation

Mace-Matluck, Betty; Boethel, Martha (1996). Exploring Binational Educational Issues: A Report from the Border Colloquy Project. "La frontera" is the unique, highly interdependent region spanning the boundary between the United States and Mexico. As this region develops into a zone of cooperation, it must address such issues as poverty and unemployment on both sides of the border, differing educational requirements and structures, continuing migration of Mexican students to U.S. schools, need for reciprocity in teacher certification, issues of bilingualism and bilingual education, and political factors. The Southwest Educational Development Laboratory initiated the Border Colloquy Project to develop common understandings about educational issues and needs facing "la frontera," foster an internationally shared vision for education, and encourage development of comprehensive binational plans to fulfill that vision. The project focuses particularly on the shared border regions of Texas, New Mexico, Coahuila, Nuevo Leon, Tamaulipas, and Chihuahua. In 1994, the project sponsored seven meetings of teachers, administrators, community members, and university faculty. Participants developed a vision of "la frontera" in 2010, and identified priorities for achieving this vision: changing stereotypes and biased attitudes, teaching residents in both countries about each other's history and culture, addressing needs for funding and other resources, and extending binational educational cooperation. Initiatives that are already under way to support the common vision of "la frontera" are described, and project plans through 1997 are outlined.   [More]  Descriptors: Educational Cooperation, Educational Needs, Educational Planning, Elementary Secondary Education

Moore, Nelle (1995). San Juan College Task Force on Innovation 1995 Report. In fall 1994, San Juan College, in New Mexico, established the Task Force on Innovation to examine changes in the paradigm of education and how those changes might affect the college. The Task Force determined that the primary driver of change in education was technology, and specifically the increasing number of means and ease of access to information. The Task Force also identified the following implications of these changes: (1) the role of educational institutions as time- and place-bound settings will change as distance learning brings increased educational opportunities; (2) the nature and expectations of customers will change as people become more sophisticated in the use of technology; (3) these changes will place a financial burden on institutions to keep pace with advances in hardware/software; (4) the role of faculty will also shift in focus from the delivery of content to value added through human contact, group interaction, discussion, and team learning; (5) faculty will need to become involved in multimedia as consumers and developers; (6) businesses are likely to gain the right to offer credentials by proving competency-based outcomes; (7) the traditional process of funding education based on fixed seat time will have to become more flexible to compete on the open market; and (8) the primary customers for community colleges will be those who do not have access to technology or are not educationally prepared to be independent learners.   [More]  Descriptors: Community Colleges, Delivery Systems, Distance Education, Educational Technology

Bjork, Lars G. (1984). Inter-Organizational Cooperation in a Competitive Research Environment. Inter-organizational cooperation was investigated as one factor associated with the development of the University of New Mexico from an undergraduate teaching institution toward becoming a nationally-ranked graduate research university. A longitudinal, ethnohistorical study was undertaken for the 1967-1978 period. The qualitative research methodology involved an extensive review of institutional documents and informal interviews with key university administrators. Attention was directed to the creation of the Office of the Vice President for Research as a means of promoting and supporting campus research. The findings suggest that inter-organizational cooperation enabled institutional leaders to adapt to shifts in the external research support environment and the increased level of competition for research funds. The level of inter-organizational cooperation increased as the level of resource uncertainty and competition increased, moving from mutual adjustment to alliance and to corporate forms of relationships. This cooperation decreased as those conditions were ameliorated. Theoretical propositions concerning inter-organizational cooperation in developing research universities are identified. The development of grounded theory in general is also briefly addressed. Descriptors: Case Studies, Change Strategies, College Role, Competition

Bjork, Lars G. (1984). The Implications of Structural Reorganization in an Emerging Research Institution. Structural reorganization was investigated as one factor associated with the development of the University of New Mexico from an undergraduate teaching institution toward becoming of a nationally-ranked graduate research university. A longitudinal, ethnohistorical study was undertaken for the 1967-1978 period. The qualitative research methodology involved an extensive review of institutional documents and informal interviews with key university administrators. Attention was directed to the university's modification of its organizational structure as an adaptive response to changes in its environment that placed increasing emphasis on campus research as a measure of institutional stature. The creation of the Office of the Vice President for Research further differentiated the institution's organizational structure to strategically focus on the university's research support environment; the structure was modified to focus specifically on encouraging and supporting faculty research. Two theoretical propositions are suggested, based on structural reorganization resulting from external pressures. The development of grounded theory in general is addressed, as well as the relationship between the federal government and the university research community. Descriptors: Case Studies, Change Strategies, College Role, Higher Education

Sovel, M. Terry; Coddington, Dean C. (1969). A User's Evaluation of a NASA Regional Dissemination Center. Retrospective searches provided by a NASA Regional Dissemination Center (RDC) were found to be of substantial value to researchers during a six-month experimental period at the University of Denver's Research Institute (DRI). The purpose of the experiment was to gain a better understanding of the usefulness of an RDC to a user organization. DRI subscribed to the services of the University of New Mexico's Technology Application Center (TAC), a computer-based NASA RDC established to facilitate the transfer of technology. The entire process was monitored and evaluated by staff members in the Industrial Economics Division of DRI. Within DRI, professional staff members in six divisions received 15 retrospective searches. Some major conclusions were: (1) the NASA data base is not adequate for most of DRI needs and the augmentation offered by TAC is valuable, (2) TAC services are not a total answer for researchers, (3) a TAC search is most likely to be viewed as valuable to a researcher in a new but related field, (4) the experience of dealing with a computerized system and the necessary search strategy was a learning experience, (5) lack of access to classified information is not a serious problem, and (6) there was little demand and satisfaction with the current awareness service. It was recommended that DRI subscribe to TAC. Descriptors: Cost Effectiveness, Information Dissemination, Information Needs, Information Retrieval

Cook, Laverne (1973). The Effects of Verbal and Monetary Feedback on the WISC Scores of Lower-SES Spanish American and Lower- and Middle-SES Anglo Students. The effects of systematically varying the administration procedure of the Wechsler Intelligence Scale for Children (WISC) for Anglo and Spanish American children were studied. Procedures used were standard, verbal feedback and monetary feedback for correct answers. Ninety rural 5th grade students from southern New Mexico were divided into 3 groups by socioeconomic status (SES): 30 Anglos from lower-SES, 30 Anglos from middle-SES, and 30 Spanish Americans from lower-SES. The WISC was administered to one-third of the children in each ethnic SES group under the standard administration procedure, one-third received it under verbal feedback, and one-third received it under monetary feedback. All WISC's were administered and scored by a single examiner. The findings were: (1) the only significant results were produced by group membership as defined by SES or ethnicity; (2) the performance level for the Anglo students did not change when additional information or incentive is offered during its administration; and (3) no significant evidence was found to warrant altering test administration procedures for rural, 5th grade lower-SES Spanish American students and lower- and middle-SES Anglo students.   [More]  Descriptors: Anglo Americans, Doctoral Dissertations, Feedback, Grade 5

Bjork, Lars G. (1984). The Function of Cognitive Imaging in a Developing Research University. Cognitive imaging was investigated as one factor associated with the development of the University of New Mexico from an undergraduate teaching institution toward becoming a nationally-ranked graduate research university. A longitudinal, ethnohistorical study was undertaken for the 1967-1978 period. The qualitative research methodology involved an extensive review of institutional documents and informal interviews with key university administrators. Creating a cognitive image of the university's future appears to have enabled institutional leaders to modify the institution's organizational structure, including the establishment of the Office of the Vice President for Research, promoting campus research, securing external research support, and protecting faculty research interests. All of these steps were part of the institution's creation of a new image as a research university. Statistics on research performance were used to judge the university's success in the transformation. The measures involved, including research proposals submitted, proposals funded, and research expenditures, appeared to contribute to the changing image of the university as a research institution. Theoretical propositions suggested by the creation of the university's cognitive image are identified. Descriptors: Case Studies, Change Strategies, College Role, Educational Change

Thurston, Kay (1995). The Tribal College: A Model for Western Institutions. Mainstream educational institutions could improve their success rate with Native American students by emulating strategies used in tribal colleges. It is a well-documented fact that Western institutions are extremely unsuccessful in retaining Native American students. Research focusing specifically on composition courses at the University of New Mexico found that Native Americans are two-and-a-half times more likely to drop or fail those courses than their Anglo counterparts. One of the main factors in the high dropout rate is financial difficulty; another factor is the Native American student's need for family contact and support. Navajo educators at Navajo Community College (NCC) in Arizona, have been sensitive to student needs–developmental writing class size has been kept to 15 students, and 3 separate developmental writing classes have been offered. The college also familiarizes Western instructors with the students' cultural background and the historical context in which teaching takes place. Particularly emphasized are the tribal stories–or at least the first of 12 levels of understanding the stories. In earlier times, White educators tried to eradicate Navajo culture and negate Navajo ways of knowing. The traditional Navajo cultural model, when followed, produces balance and harmony for all of creation. Many writing instructors at NCC (1) use reading and writing topics relevant to students' lives; (2) do less lecturing and more small group work; (3) experiment with portfolios which include community projects; and (4) look for ways to acknowledge different rhetorical styles. Descriptors: Cultural Context, Culturally Relevant Education, Higher Education, Instructional Effectiveness

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