This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Gail Paulus Sorenson, Anita Y. Colby, Diane Montgomery, D. Michael Pavel, Peggy Brown, Julia Vadala, Sisseton Association of Community Tribal Schools, 1988, Bob Patten, and Eugene Leitka.
(1984). Shall We Pray? The Latest Word from Legislatures and Courts. This chapter reports on legislative activity and court litigation during 1983 on issues relating to school prayer. Eighteen bills and resolutions have been introduced in the 98th Congress on this issue; 7 relate to voluntary prayer, 4 to equal access, and 3 are concurrent resolutions, not legislative in nature, expressing the belief that periods of silence in public school programs do not violate the constitution. A Senate resolution proposing a school prayer amendment has been introduced at the insistence of President Reagan, but stands little chance of passage, owing to strong opposition by most mainline religious groups as well as civil liberties organizations. Equal access measures, allowing students to meet voluntarily for religious purposes, have a better chance of passage. Initiatives to limit federal court jurisdiction over school prayer have been introduced in both the Senate and the House, but thus far have met with little success. The federal courts, during 1983, overturned several state efforts to establish prayer in schools. In "Jaffree vs. Wallace," the Eleventh Circuit Court for Appeals ruled against two Alabama statutes permitting teacher-led school prayer. Likewise, in cases in New Mexico and New Jersey, courts ruled against statutes allowing for a "period of silence" on the grounds that they evinced a religious purpose. Other religious practices associated with public schools were prohibited by federal district courts in Georgia and California, though in Pennsylvania, a voluntary religious group was permitted to meet in a semipublic forum. The equal access issue is likely to become more prominent during 1984. [More] Descriptors: Civil Liberties, Constitutional Law, Court Litigation, Federal Legislation
(1978). Issues in Minimum Competency Testing and Competency Based Education. A variety of viewpoints were represented in this symposium for chief state school officials and senior staff of state departments of education. Russell Vlaanderen, Education Commission of the States, opened with a national overview: "The Policy Implications of Minimum Competency Testing: The Case of the Standardized Student." Attorney Merle Steven McClung cautioned that many current state programs may violate student "due process" in "Are Competency Testing Programs Fair? Legal?" Glenn Davis, in "The California Experience in Minimum Competency Testing and CBE," and Ken Loewe in "Florida's Program in Minimum Competency Testing," offered an historical perspective for the less experienced states. Michigan State Senator Jack Faxon addressed "The Consumer's View of Education: Legislative Concerns for Educational Accountability." Representing the National Institute of Education were Paul Cawein: "Beyond Minimum Competency Testing: CBE as an Educational Reform Process" and Ed Ellis: "Linking Educational Agents for Improved Practices." Presentations on "State Programs Related to CBE and Minimum Competencies" completed the proceedings; Alan Morgan described New Mexico's Basic Skills Plan which has an unusual life skills emphasis, James Casey described Oklahoma's recent basic skills assessment, and Keith Cruse outlined Texas' unusual approach to defining educational outcomes through a school accreditation process. The presentations highlighted important policy implications in the nature and assessment of competencies, the evaluation of student progress, and the organization of curriculum and instruction for competency. [More] Descriptors: Academic Standards, Basic Skills, Competency Based Education, Conference Reports
(1999). Indigenous Education around the World. Workshop Papers from the World Indigenous People's Conference: Education (Albuquerque, New Mexico, June 15-22, 1996). This proceedings contains 35 reports, presentations, and workshop summaries from the fourth triennial World Indigenous People's Conference: Education, held in June 1996. The papers are organized around six broad headings: research papers and reports, tertiary program descriptions, teacher education, community initiatives, language, and health education. Two additional sections contain the Coolangata Statement–the conference's "declaration of indigenous people's education rights–and a complete set of workshop abstracts and presenter information. The presentations deal with a wide range of indigenous educational issues in the United States, Canada, Australia, and New Zealand. They demonstrate that indigenous definition and control of the educational agenda has progressed on several fronts in all of the nations represented at the conference. A tidal wave of initiatives is under way, aimed at placing indigenous beliefs, values, knowledge systems, and ways of knowing into the educational arena at all levels. [More] Descriptors: Aboriginal Australians, Alaska Natives, American Indian Education, American Indians
(1982). Graduate Liberal Studies, Forum for Liberal Education. An article on graduate liberal studies (GLS) and descriptions of GLS programs are presented. In "The Concept of Graduate Liberal Studies," Allie M. Frazier considers GLS curricular offerings, characteristics of students pursuing these studies, and the future of GLS. GLS degree programs allow adults to pursue a liberal education, which is seen as a continuous search for knowledge about self and the world. Many students secured professional or specialized degrees as undergraduates; they are ready for the interdisciplinary, integrative approach GLS programs offer. Others earned discipline-oriented undergraduate degrees in the liberal arts and want to further their love of learning. Graduate liberal studies programs are doing well in every demographic and geographic setting and in a diversity of institutions. The following programs are described: Open Your Mind's Eye at the University of Southern California; An Emphasis on Values at Georgetown University; A Guided Tour of the Liberal Arts at Temple University; Self-Paced Individualized Study at the University of Oklahoma; Discussing Great Books at St. John's College (New Mexico and Maryland); American Culture and Technology Concentrations at Eastern Michigan University; Core Courses and Colloquia at Monmouth College; and Graduate Liberal Studies in Its Third Decade at Wesleyan University (Connecticut). The names of the degree vary from school to school: Master of Liberal Arts, Master of Liberal Studies, Master of Arts, Master of Arts in Liberal Studies. They range from Wesleyan University's 30-year-old degree to the year-old Eastern Michigan degrees. Additional programs and resources are described briefly. Descriptors: Adult Students, Books, Cultural Education, Degree Requirements
(1969). Summary Report of the Vocational Guidance Institute, Albuquerque, New Mexico. Held at the University of New Mexico, July 21 to August 8, 1969. This report summarizes the activities of the 1969 Vocational Guidance Institute. Each activity lasted one week, the first being a language orientation week. Field activities filled the second week as participants toured plants, etc. During the third week each small group wrote and presented a paper on their experiences. This summary includes: (1) operational procedures of the institute; (2) a funds and operations flow chart; (3) a functional analysis; (4) a discussion of institute parties, values and relationships; (5) abstracts of student papers; (6) an evaluation and analysis on the institute; and (7) suggestions for future institutes. [More] Descriptors: Abstracts, Career Guidance, Evaluation Methods, Financial Support
(1988). Interstate Migrant Education Council: A Special Project of the Education Commission of the States. Annual Report 1987-1988. Planning and implementing the National Forum for Youth At Risk, extensive work on reauthorization legislation, and dissemination of research and information on migrant education were the major accomplishments of the Interstate Migrant Education Council's (IMEC) 1987-88 project year. IMEC's members, representing 17 states with 85 percent of the nation's rural migrant youth, were engaged in a variety of activities aimed at increasing the awareness of migrant students' needs among legislators, educators, and business leaders. The overall goals set by IMEC are aimed at increasing awareness of the needs of migrant students among all sectors of society, facilitating interstate cooperation among migrant education programs, and developing unique means to minimize the difficulties faced by the migrant student population. A host of activities over the past project year resulted in major achievements by IMEC, including: planning and implementation of the National Forum for Youth At Risk; collaboration with the National Association of State Directors of Migrant Education on recommendations for Chapter I reauthorization; distribution of "Migrant Education: A Consolidated View," the most comprehensive research effort yet undertaken by the IMEC; coordination of efforts with major education organizations; maintenance of linkages with federal programs and agencies; coordination with other migrant programs; participation in state-based workshops, conferences, and meetings; and publication of articles on migrant education. Two states, Kansas and New Mexico, were added to the membership in 1987-88. Priorities during 1989 will include early childhood services, the transition from secondary to post-secondary education, and migrant education funding. [More] Descriptors: Annual Reports, Conferences, Educational Legislation, High Risk Students
(1996). Our Children, Our Schools, Our Tribes: Thirty Years of Local Control of Indian Education 1966-1996. This document reviews the history of American Indian control of federally funded Indian schools and resulting improvements in American Indian education. The establishment of Rough Rock Demonstration School (Arizona) in 1966 marked the first time in 120 years that an Indian community was allowed to have control over its children's education. The first section includes a time line of the history of Indian controlled schooling, from 1568 when families and tribes were responsible for teaching their children, through the early 1900s when the government attempted assimilation by sending American Indian children to boarding schools, through 1995 when 100 of 188 Bureau of Indian Affairs schools were locally controlled. The second section describes the development of the Association of Community Tribal Schools and its efforts to assist tribal schools in preparing students for lifelong learning and for their role in strengthening and perpetuating traditional tribal societies. The third section describes the history, mission, purpose, and vision of eight tribally controlled schools: Rough Rock Community School (Arizona), Tolchii' Kooh Charter School (Arizona), Oneida Nation School (Wisconsin), Turtle School (Wisconsin), Laguna Middle School (New Mexico), Tiopsa Zina Tribal School (South Dakota), St. Francis Indian School (South Dakota), and Quileute Tribal School (Washington). Also included are interviews with Birgil Kills Straight, a founding member of the Coalition of Indian Controlled School Boards; Tom Miller, superintendent of Hannahville Indian School (Michigan) and board member of the Association of Community Tribal Schools; and Alison Sage, who helped establish Wyoming Indian High School and the Coalition of Indian Controlled Schools. Includes a list of tribal schools funded by the Office of Indian Education Programs. Descriptors: Acculturation, American Indian Culture, American Indian Education, American Indian History
(1993). School-Linked Human Services: A Comprehensive Strategy for Aiding Students at Risk of School Failure. Report to the Chairman, Committee on Labor and Human Resources, U.S. Senate. Since 1980, at least 8 states and more than 200 localities have developed programs that deliver a variety of health, social, and education services at or near schools. Many of the students served by these programs are at risk of failing in school or dropping out. These comprehensive school-linked programs are attempting to improve the educational performance and well-being of at-risk, school-age children by addressing their multiple needs in a coordinated manner at school sites. This report reviews such school-linked programs that provide students with at least three of four primary services–health, education, social services, and employment training–from the school site. The body of the report describes the background of the study and summarizes principal findings, specifically why programs vary and what common elements they share. Appendix 1 explains the objectives, scope, and methodology used to review the delivery of human services at schools. Appendix 2 describes the following school-linked programs, including problems encountered: (1) School-Based Youth Services Program, New Jersey; (2) Kentucky Integrated Delivery System and Family Resource and Youth Services Centers; (3) Texas Communities in Schools; (4) Effective Schools Initiative for Homeless Children and Youth Program, Seattle, Washington; (5) Lawrence New Futures Initiative, Lawrence, Massachusetts; (6) Chatham-Savannah Youth Futures Authority; Savannah, Georgia; (7) New Futures School, Albuquerque, New Mexico; (8) Family Learning Center, Leslie, Michigan; (9) Linn County Youth Service Teams, Oregon; (10) Madison Park Humphrey Center High School, Boston, Massachusetts; and (11) New Beginnings, San Diego, California. Appendix 3 contains summary evaluations on the effectiveness of 6 programs, 5 of which suggest that comprehensive school-linked programs can have a positive short-term impact on improving academic achievement and reducing absenteeism and dropout rates. Thirty-nine references are included. [More] Descriptors: Academic Achievement, Dropout Prevention, Elementary Secondary Education, Family Programs
(1992). American Indians in Higher Education: The Community College Experience. ERIC Digest. The educational approaches, programs, and services developed for American Indians at both tribal colleges and non-tribal community colleges can be used as models by other institutions seeking to serve minority populations better. The community college is an important avenue for American Indians pursuing postsecondary degrees; in 1988, 50,400 of the 92,000 American Indians enrolled in higher education were attending two-year colleges, and associate degrees constituted nearly 40% of the total number of degrees conferred to American Indians in 1989-90. While several of the 25 tribal colleges award baccalaureate and master's degrees, and one is a university, these institutions, like community colleges, are among the most community-responsive in higher education. The success of tribal colleges can be attributed to their combining distinctive cultural elements with a pragmatic approach to education. Because instructors act as agents of Indian history, language, and culture, students learn that their communities' beliefs have great value, while simultaneously acquiring the skills necessary for future educational and occupational endeavors. Tribal colleges also experiment with culturally conscious approaches to instruction, emphasizing visual and cooperative learning. Among the non-Indian community colleges that have been especially responsive to Indian students are: (1) San Juan College (New Mexico), which has developed a set of interrelated services that attract and retain American Indians; (2) American River College (California), which has created the Mathematics, Engineering, and Science Achievement/Minority Engineering Program; and (3) Truman College (Illinois), which has developed the Institute for Native American Development. [More] Descriptors: American Indian Education, American Indians, College Role, Community Colleges
(1996). Library Reorganization & Restructuring. SPEC Kit 215. As the entity traditionally responsible for serving the information needs of the university, research libraries have little choice but to change dramatically in the next 25 years. This SPEC Survey on library reorganization seeks to understand how librarians have sought to meet this challenge through the redesigning of their organization. Fifty-three of the 108 Association of Research Libraries (ARL) affiliated with institutions of higher education responded to the survey. Of those, 17 indicated they had completed or are currently engaged in a library-wide reorganization. Thirty-four libraries replied that they had completed, were engaged in, or planning the reorganization of specific units. Of the 35 positively responding libraries, 71% have a formal planning process in place. Among the respondents 51% attribute their library-wide organizational changes to information technology, while 46% note declining resources as an important force influencing change. Almost half of the libraries have reallocated personnel from technical services to public services. Seventeen libraries have increased the allocation of funds to support training and staff development, and 17 libraries have reallocated resources to automation and networking units. Twenty-three libraries have lost an average of 10.5 support staff, and 20 libraries report an average decline of 5.5 professional positions. The most cited outcomes of library reorganizations have been the combining of units within the libraries; new partnerships with other university units; greater emphasis on networked information; new or expanded user services; elimination of some services; and a decreased emphasis on catalog maintenance and on the collection of print materials. Organization charts and plans are provided for: the Universities of Arizona, British Columbia, Iowa, New Mexico, and Tennessee; Northwestern University; and Virginia Polytechnic Institute and State University. A list of selected readings is also included. [More] Descriptors: Academic Libraries, Higher Education, Library Development, Library Personnel
(1985). The Maturing of the Arts on the American Campus: A Commentary. The growth of the arts in higher education during 1973-1983 was studied, based on a followup study of 17 colleges, interviews with about 80 educational leaders, and a national seminar with leading experts in the creative arts. Excluded from study were conservatories and proprietary schools. Of the 17 colleges studied in 1973, 16 continued to operate arts programs. Data collected in 1971 and 1972 and published in "The Rise of the Arts on the American Campus" in 1973 established benchmarks for the growth of the arts on campus. After reprinting historical sketches from this 1973 publication, authorities in the field offer updates for each of the disciplines, as well as views about the current condition of each art and possible future developments. Profiles of the study institutions are also updated. Findings drawn from the sketches and profiles are discussed, and a summary is provided of the national seminar on the arts in higher education. Also considered are the site visits to the colleges and interviews with the experts. Suggestions concerning major issues in the maturing process for the arts are included. Appended are the questionnaire; information about resistance to the arts; and data on degrees by field, faculty views of trends in their departments, and characteristics of U.S. graduate students. The study institutions are: Antioch College (Washington-Baltimore Campus), Bennington College, Carnegie-Mellon University, Dartmouth College, Duke University, Earlham College, Fisk University, Harvard University, Indiana University, Jackson State University, New York University, Pasadena City College, Pennsylvania State University, University of California (Los Angeles), University of California (Santa Cruz), University of Georgia, and University of New Mexico. Descriptors: Architecture, Art Education, College Faculty, College Programs
(1970). Hispano Library Services for Arizona, Colorado and New Mexico; A Workshop Held in Santa Fe, New Mexico, April 30, May 1-2, 1970. A three-day continuing education workshop on Hispano cultural and historical perspectives was developed for librarians and library administrators to help them understand the Hispano culture and to help them improve the library services for the Hispano community. Such library services should be based on the cultural, linguistic, and information needs of the Mexican-Americans. This publication of the workshop proceedings includes the major speeches as well as the most meaningful ideas to emerge from the discussions. These action-oriented suggestions can be summarized as follows: (1) patrons should participate in workshops, be selected to membership on boards of trustees, serve as volunteers and library aides; (2) representatives of the community serving on advisory boards should be involved in selecting appropriate materials; (3) librarians could serve as instruments through which bilingual programs might be established; (4) in-service programs on the culture and values of this segment of society should become an integral part of library administration; and (5) librarians should go out into the Hispano community taking materials to the patrons and talking with them about their informational and educational needs. [More] Descriptors: Biculturalism, Cultural Differences, Library Services, Mexican Americans
(1976). Evaluation of Leadership Conference in Elementary Science Education, University of New Mexico (Albuquerque, New Mexico, Summer 1975). Research and Evaluation Report Series No. 44. Evaluating a 1975 summer science workshop designed to help upgrade science teaching skills among Bureau of Indian Affairs personnel (administrators, teachers, and education specialists), this report focuses upon program effectiveness and participant utilization of the training. Specifically, this report presents: (1) project objectives (to train 20 curriculum consultants in the philosophy, methodology, and use of new curricular materials and projects available in elementary science education and to develop: an in-service model for implementation; a role model for the science curriculum consultant; a set of program criteria and recommendations; a change model; and an evaluation model); (2) participant objectives (comparable to program objectives); (3) project activities (three programs providing interaction between participants and specialists and focusing upon costs and logistics, leadership roles, professional response, supervisory techniques, inservice experiences, and evaluation procedures); (4) a formative evaluation plan using models; (5) the follow-up assessment of the workshop (a participant questionnaire, personal testimonies, and graphic representations of program effectiveness; wherein, 59% of the 17 respondents indicated workshop training had been utilized in the classroom and in assisting other educators and the problems encountered centered upon area specific conditions, existing science programs, available materials, and administrative support). [More] Descriptors: Administrators, American Indians, Consultants, Criteria
(1973). Criteria for Promotion and Tenure of Librarians in Zimmerman, Parish, and Fine Arts Libraries of the University of New Mexico, Albuquerque, New Mexico. The functions of a university library staff have changed greatly in recent years. More scholarship and creative work on the part of academic librarians are demanded, creating a need for library faculty members who have the ability to keep abreast of new developments in the library field, to integrate their knowledge with the teaching functions of the University, and to process informational materials for effective use. Although it is important that librarians gain specialized knowledge in order to be promoted into higher academic ranks, it is imperative that their own professional degrees be considered as equal in importance to those of their colleagues in other subject fields and that librarians who show competency in their specialities be assured of rewards similar to those acquired by their colleagues in teaching fields. The tenured library faculty will review the standards and qualifications of librarians annually. Inducements will be provided for superior librarians to join the library staff, to give all librarians opportunities to contribute to the growth of the University, and to attain their highest potential development. It is imperative that librarians continue to have full faculty status with the academic rank, tenure, promotion, sabbaticals, leaves, and other benefits accorded to their teaching colleagues. It is equally important that they achieve the same expertise in their fields as is expected of the teaching faculty. [More] Descriptors: College Libraries, Faculty Promotion, Librarians, Promotion (Occupational)
(1999). Rural Special Education for the New Millennium. Conference Proceedings of the American Council on Rural Special Education (ACRES) (19th, Albuquerque, New Mexico, March 25-27, 1999). This proceedings, containing 69 paper and poster presentations, focuses on innovation and hope with a glance to the future. The conference was planned to include theoretical discussions, current research findings, and promising practices based on sound evidence. Current issues in special education include the use of technology, integrating theory and practice for all ages, and effective professional development. The proceedings is organized to correspond to conference strands: at-risk students, collaborative education models, early childhood special education, gifted education, leadership and policy issues, multicultural education, parents and families, professional development, technology, transition, and understanding issues of low incidence disabilities. [More] Descriptors: Disabilities, Distance Education, Elementary Secondary Education, Gifted