Bibliography: New Mexico (page 214 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Henry J. Casso, Edgar L. Morphet, Rossana Gonzalez, David Foster, Mary Kirkland, Albuquerque Save the Children, Bruce A. Ramirez, Douglas Muller, Raymond J. Rodrigues, and Arlington Center for Applied Linguistics.

Bergsma, Harold M. (1978). Education for International Development: Problems for Planned Change. A Presentation in the College of Education Dialogue Series, New Mexico State University. Colonial educational development viewed education as: 1) means of training an elite to maintain the imported political/economical system; 2) a vehicle for creating individuals thoroughly conversant with alien values; 3) a commodity for the few of intellectual capability; 4) a broad based entity predicated upon literature, science, math, and religious philosophy; and 5) an elitist function, making its leaders indispensable to the uninformed masses. During the periods of bold exportations, primary education, mass literacy education, education for functional rural living, and education for family health were not the concerns of the agencies who developed exams and curricula. In most ex-colonial states, the post-independence periods saw development of many secondary schools; however, these school systems lacked the control of the colonial period, were expensive due to increased numbers wanting education, and lacked the teachers previously provided by the colonizers. Nationalism, regionalism, and tribulism promoted controversy regarding standards, and degreed individuals took advantage of the situation, opening up schools with low standards and high fees while the pass rates on regional exams continued to fall. The orthodoxy of the sixties was a confident expansion of schools predicated upon the belief that education would enhance economic and political development, but it became clear that the schooled were unprepared for either the village or the modern sector. Among today's developing nations, there is sensitive concern for preservation of cultural values and for development assistance based upon the principle of "indigeniety". Descriptors: Colonialism, Developing Nations, Economic Change, Foreign Countries

Center for Informative Evaluation, Tucson, AZ. (1981). The Indian Family–Foundation for the Future. Report of the National Indian Child Conference (3rd, Albuquerque, New Mexico, May 17-21, 1981). To facilitate awareness in Indian child services by identifying perennial needs and pointing out developing responses at as many levels as possible the conference was divided into five major sections. Each workshop summary includes names of presenters, purpose of workshop, major points made during workshop, and available materials and human resources. Workshops on Mental Health include: "Cultural Conflict and American Indians in the Delivery of Mental Health Services,""Traditional Healing Ceremonies as Family Therapy Among the Navajo," and "Issues Around Suicide and Other Self-Destructive Behavior." Examples of Education workshops are "Funding Procedures in Public Law 81-872,""Federal Impact Aid and Johnson O'Malley Program,""Role of Indian Community Colleges as Opposed to Regular Four-Year Institutions," and "Using Child's Environment, Language and Culture in an Elementary School Curriculum." Noted workshops on Health and the Handicapped are entitled, "Meeting the Needs of Abused and Neglected Indian Children,""Assessing Speech-Language Problems in Young Indian Children," and "Intercultural Comparison of Memory Processes and Strategy Between Navajo, Caucasian, and Learning Disabled Children." Youth workshops address topics on tribal awareness, family communications, apathy in schools, impact of natural resource development, and teenage sexuality. An evaluation overview and results, nine resolutions, and a list of conference attendees by tribal affiliation concludes the report. Descriptors: Adolescents, American Indian Education, Child Welfare, Children

Center for Applied Linguistics, Arlington, VA. (1975). National Conference of EPDA Bilingual Education Project Directors: Preparation and Certification of Teachers of Bilingual-Bicultural Education (2nd, Albuquerque, New Mexico, February 13-15, 1975). This report contains the papers presented at the conference, which was held to discuss the "Guidelines for the Preparation and Certification of Teachers of Bilingual-Bicultural Education," developed at a conference sponsored by the Center for Applied Linguistics in August 1974; the discussants' responses to each paper; and the reports of the three working groups formed at the conference. The papers are: (1) "Language Proficiency and Linguistics," by George M. Blanco; (2) "Culture," by Anita Pfeiffer; (3) "Instructional Methods and Supervised Teaching," by Carmen Ana Perez; (4) "Curriculum Utilization and Adaptation: Assessment," by Albar A. Pena; (5) "School-Community Relations," by Rosa G. Inclan; and (6) "Bilingual Education: An International Perspective," by E. Glyn Lewis. The reports of the three working groups deal with: (1) implementation of the guidelines for pre-service training; (2) adaptation of the guidelines for in-service programs; and (3) evaluating teacher competencies. Appendix A provides a copy of the guidelines. Appendix B consists of the conference agenda, and Appendix C lists the participants.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Conference Reports

Edington, Everett D. (1983). Science and Mathematics Teachers' Needs In the Rural Schools. Written Testimony for United States Senate Budget Committee. Hearing Held in Las Cruces, New Mexico. Any program for the state, local, or federal levels designed to produce more math and science teachers should recognize the special needs of the small, rural, and isolated school. Rural teachers can expect generalized teaching assignments with a greater diversity of subject matter responsibilities than teachers in larger, urban settings. There is a tendency to retain the small, rural schools. We must develop programs and teachers that are qualified to teach in the rural settings. Whatever changes are made to accommodate the science program to local needs in the rural community, they must be consistent with good science and good education. Outside resources will have to be available to support rural teachers who wish to improve their teaching of mathematics and science. The science and mathematics education needs of 30% of our students living in rural America should not be neglected. If they are not to continue to be the poeple left behind, the funding programs and training programs must recognize the differences of the teachers going to the rural areas. Descriptors: Certification, Labor Needs, Mathematics Teachers, Rural Schools

Esquibel, Antonio; Casso, Henry J. (1974). A Report on the National Institute of Education/National Education Task Force de la Raza Symposium (Albuquerque, New Mexico, July 25-26, 1974). Participating in the "NIE/National Education Task Force de la Raza Symposium" were 57 of the nation's top Chicano educators. During the Symposium's 2 days, these Chicano educators interacted with 5 National Institute of Education (NIE) staff members. Objectives of the Symposium included: (1) to review NIE's 1975-76 Multicultural Agenda; (2) to review previous input conference reports; (3) to identify Chicano funded projects; (4) to seek commitments from NIE; and (5) to improve a rapidly deteriorating relationship between NIE and the Chicano community. Symposium activities consisted of large group presentations and interaction sessions, as well as small groupwork sessions. The participants had and took the latitude of changing the proposed agenda. Recommendations and action plans were formulated by the participants in the areas of: (1) a Collegium of Chicano Scholars; (2) a R & D Center for Chicano education; (3) curriculum; (4) linguistics; (5) psychological testing; (6) sociocultural implications; (7) NIE's policy, governance and personnel; (8) technology and Chicano education; and (9) educational finance as it effects equal educational opportunities for Chicanos. This report, based on the information generated during the Symposium, presents a historical review of the Symposium's development, objectives, activities, and participants' recommendations.   [More]  Descriptors: Conference Reports, Conferences, Curriculum, Educational Finance

Save the Children, Albuquerque, NM. (1982). Caring, Coping, Change: Challenges for the 80's. A Report of the National Indian Child Conference (4th, Albuquerque, New Mexico, September 12-16, 1982). The report of the fourth National Indian Child Conference (1982), sponsored by Save the Children, contains a statistical portrait of the American Indian child, synopses of 7 major presentations and 64 workshops, recommendations, a conference evaluation, and lists of conference staff, presenters, and tribal representation. Topics of major presentations are traditional Indian medicine; ways to teach children a Native American perspective; microcomputers in education; trends in education; Save the Children; family day care; and leadership. Workshop topics include self-esteem, creative writing, community planning, cultural awareness/preservation, handicapped children, suicide prevention, mental health programs, parenting, bilingual education, adult education, child abuse, fund raising, local school boards, teenage pregnancy, preventative health education, early childhood education, gifted children, and substance abuse and therapy. Recommendations presented are for increased funding for Indian Child Welfare Act programs; improved communication between federal agencies affecting Indian children; opposition to closure of the Southwestern Indian Polytechnical Institute and other Indian schools; dissemination of information regarding the 1982 Indian Housing Act to Indian communities; continued pre-kindergarten programs through Indian Student Equalization Programs; increased community involvement in planning preventative health education curriculum; school-age parenting classes and child care in Indian communities; and encouraging use of native foods through the schools. Descriptors: Adult Education, Alcohol Education, American Indian Education, American Indians

Pacific Training and Technical Assistance Corp., Berkeley, CA. (1979). Social Services: By and For Native Americans. Proceedings of a Conference of Eight Indian Research and Demonstration Projects (Santa Fe, New Mexico, June 7-9, 1978). Four panel presentations in full text are presented commenting on the following: an overview of national Indian strategy; goals and strategies of eight demonstration projects; a review of current federal legislation; and making services for American Indians culturally relevant in child placement, family support, and child care. Representatives, on the first panel, spoke on policy development in relation to human services for American Indians, presented the status of the Administration for Public Services, provided an overview of 11 Title XX projects, and described the role of the National Tribal Chairmen's Association in conducting the child welfare study. Project directors on the second panel described projects that deliver services (Ute Mountain Tribe, Sisseton-Wahpeton Sioux Tribe, Boston Indian Council), are preparing to deliver services (Standing Rock Sioux Tribe, Michigan Inter-Tribal Council, Bureau of Social Services in Washington, D.C.) and focus on training and technical assistance to tribal leaders (Inter-Tribal Council of Arizona, North Carolina Commission on Indian Affairs). The third presentation outlined provisions of Title IV-B Child Welfare Services and Title XX of the Social Security Act. Presenters on the fourth panel reiterated the importance of cultural relevancy to better serve American Indians. Descriptors: American Indians, Child Welfare, Federal Legislation, Program Development

Rodrigues, Raymond J. (1974). A Comparison of the Written and Oral English Syntax of Mexican American Bilingual and Anglo American Monolingual Fourth and Ninth Grade Students (Las Vegas, New Mexico). In comparing the written and oral English syntax of Mexican-American bilingual and Anglo-American monolingual students, this study sought to learn specifically whether these two groups of students represent the same speech population in English syntactic use. A total of 70 subjects were randomly selected for the four groups (bilingual and monolingual fourth and ninth graders). Each subject was taped in an interview to acquire a sample of oral language production–free speech–while free writings in class were used for written production. Oral and written samples were divided into T-units, and 20 T-units of each language production were randomly sampled for each student and then analyzed to test for central tendency, dispersion, and skewness. Results showed that the bilingual and monolingual students do represent the same language population in English syntactic usages, except in ninth-grade written average clause length. However, the study raises questions, and the subject warrant's further research.   [More]  Descriptors: Bilingual Students, Bilingualism, Elementary Secondary Education, Language Usage

Kirkland, Mary; And Others (1976). Title IV Program Evaluation, Albuquerque Public School System, Albuquerque, New Mexico, May 1974 and May 1976. Research and Evaluation Report Series No. 48. During May of 1974 and of 1976, needs assessment questionnaires were distributed to American Indian parents to determine their perception of the Title IV Program and its effectiveness. In 1974, 50 parents responded to the questionnaire. In 1976, 37 parents responded to the questionnaire which had been revised. Both years, several of the returned questionnaires were not complete. Therefore, it was assumed that the respondent either did not know the answer or felt unsure and left the answer block unanswered. Among the 1974 findings were: 35 to 38% felt much improvement had come about for their children because of the Program, 35% failed to respond to this item; 58% claimed the Program enabled them to become more involved in the school affairs that affected their children and 40% felt the Program had a significant effect in the educational programs with the Albuquerque Public School System. Some of the 1976 findings were: parents felt the schools were doing somewhere above "little" and should be doing better than "much" to satisfy the Indian student's needs; language arts was ranked the most important subject, followed by counseling and math; and parents felt a greater emphasis should be placed on math programs. This report gives the questionnaires and the responses to each question.   [More]  Descriptors: American Indians, Educational Assessment, Elementary Secondary Education, Federal Programs

Cordova, Ignacio R.; And Others (1970). Evaluation of the Second Year (1968-1969) of the Sustained Primary Program for Bilingual Students in the Las Cruces, New Mexico Public School System. Evaluating the 2nd-year K-3 bilingual program in 4 elementary schools, this document assessed (1) the increase in achievement level of Spanish-speaking pupils through use of a sustained K-3 program; (2) the student achievement level between bilingual and monolingual programs; (3) the involvement of Spanish-speaking parents as advisors and learners; (4) whether a 12-month 200-day school year serves the learner better than a 180-day regular school year; (5) the increase in measurable mental abilities of Spanish-cultural/linguistic-background children; (6) the enhancement of positive feelings of student self-worth; (7) the development of skills for bilingual-bicultural interaction; and (8) a school curriculum which utilized the culture and language of Spanish-background pupils. Two experimental groups and a control group were evaluated via appropriate forms of the California Short-Form Test of Mental Ability and the Metropolitan readiness and achievement tests, and 4 other instruments. Among the conclusions, it was found that females made greater gains than males in language growth, reading, and numerical reasoning; the control group made significant gains in grade 1 but not grade 2; summer instruction appears valuable for bilingual students in reading, word knowledge, and arithmetic; and pupil adjustment and parental-school contacts were insignificant. Four evaluation instruments are appended. [Not available in hard copy due to marginal legibility of original document.]   [More]  Descriptors: Achievement Gains, Bilingual Education, Cultural Pluralism, Curriculum Development

Muller, Douglas (1978). Self-Concept: An Alternative View for Education. A Presentation in the College of Education, Dialogue Series, New Mexico State University. A cogent model of self concept may provide educators with the tools to predict and induce change in the classroom behavior of students. The nature of measurement operations, management operations and particularly, the relationship between self concept and behavior are delineated. Discussion focuses on how such behaviors are acquired, manifested and modified by students, and how emotional correlates influence student behavior. The functional potential of self concept, and the organization of self descriptive/evaluative behavior are also explored. Self concept relates to other student behavior, and the development of self concept can be utilized positively by both the student and the educator. This formulated model of self concept implies that, if effectively used and reinforced, self concept can provide a student with the self-information he needs for decision making and self-directed changes in behavioral patterns. The educator, by utilizing well organized and approproate instructional methods, can play an essential role in the development of self concept skills in pupils. Descriptors: Academic Achievement, Classroom Techniques, Educational Research, Elementary Secondary Education

Morphet, Edgar L., Ed.; Jesser, David L., Ed. (1968). Emerging Designs for Education: Program, Organization, Operation and Finance. Reports Prepared for an Area Conference (Albuquerque, New Mexico, March 21-22, 1968). The fifth in a series of reports related to long-range educational planning includes five papers presented at a conference in Albuquerque March 21-22, 1968. The first paper outlines the primary goals of an educational program and considers implications of the program for the curriculum, instructional practices, supporting services, evaluation, teacher education, and continuing education. The second paper analyzes basic issues and decision making aspects of operational problems. The third paper reviews the local school system and presents five organizational models for educational governance–(1) state operated, (2) regional, (3) local with an intermediate unit, (4) local as a part of the city or county government, and (5) regional education planning and service units with local operating school districts. The fourth paper considers the state educational organization, analyzes forces influencing decision making, describes the functions of a state education department, reviews features of the state board, outlines factors for selecting the chief state school officer, and projects organizational and administrative changes in state departments of education. The fifth paper considers the economics and financing of education and describes eight alternative models for state participation in public school financing. Related documents are ED 013 477, ED 013 479, ED 013 481, and ED 018 008.   [More]  Descriptors: Administrators, Agency Cooperation, Curriculum Development, Educational Change

Foster, David, Ed.; Jolly, Deborah V., Ed. (1994). Communication, Community, Collaboration, Connection. Proceedings of the International Symposium on Telecommunications in Education (3rd, Albuquerque, New Mexico, November 10-13, 1994). New initiatives have provided educators with exciting resources to develop local, regional, and national infrastructures. Many new public and private sector collaborations have been the result, and this conference explores the implications of these changes for the education profession. The profession has focused on the various ethical issues concerned with the expansion of the Internet, and with questions of ownership of the medium, censorship, and cost of access. As the importance of telecommunications in education gains recognition, it also gains momentum. These proceedings portray the projects, discoveries, experiments, and experiences gained by educators throughout the world. Veronica, Archie, World Wide Web (WWW), file transfer protocol (FTP), wide area information servers (WAIS), Gopher, Mosaic, and many other network searching tools are presented in the workshops and demonstration sessions. Four broad themes are discussed: communication, community, collaboration, and connection. Information is exchanged about new technologies and trends, research issues, and how communications technology can most effectively support educational reform. Two novelties are introduced in this conference: an open channel for juried submissions, resulting in several contributions of academically excellent papers; and a public debate, which closes the conference.   [More]  Descriptors: Censorship, Communication (Thought Transfer), Community, Computer Uses in Education

Gonzalez, Rossana (1983). A Career Guidance Institute Forms in the Greater Albuquerque (New Mexico) Chamber of Commerce, the Private Industry Council, and the Albuquerque Public Schools, Journal of Career Education. The Career Guidance Institute is designed to orient public high school students to the world of work. The program profiles various occupations with in-depth observation, hands-on opportunities, and possible temporary employment, enabling students to make intelligent educational and career choices. Descriptors: Career Choice, Career Guidance, Demonstration Programs, Institutes (Training Programs)

Johnson, Marilyn J., Ed.; Ramirez, Bruce A., Ed. (1990). American Indian Exceptional Children and Youth. Report of a Symposium (Albuquerque, New Mexico, February 6-8, 1985). An ERIC Exceptional Child Education Report. Revised. The intent of this symposium report is to share information with educators and other professionals who work with American Indian exceptional children. In this monograph, most symposium presentations, and in some cases the ensuring discussion, are summarized. Introductory remarks are provided by Gil Pena of the All-Indian Pueblo Council, and this is followed by an opening address by Beverly Valley. Titles and authors of the other presentations are: "Parent Involvement Considerations" (Roger Kroth); "American Indian Parents of Handicapped Children" (Marilyn Johnson); "The Influence of Locus of Control and Culture on Learning Styles of Language Minority Students" (Alba Ortiz); "Language and Curriculum Development for American Indian Handicapped Children" (Jacqueline Walker);"Bilingual Special Education Teacher Training for American Indians" (Leonard Baca); "American Indian Personnel Preparation in Special Education" (Anna Gajar); and "Federal Policy and the Education of American Indian Exceptional Children and Youth: Current Status and Future Directions" (Bruce Ramirez). References accompany each paper. An appendix offers statistical data on: (1) the number of American Indian children with disabilities by handicapping condition, state, and educational environment; and (2) the number of special education teachers and related personnel.   [More]  Descriptors: American Indian Education, American Indians, Bilingual Education, Cultural Influences

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