Bibliography: New Mexico (page 216 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Jean J. Moore, Atilano A. Valencia, Jeffrey Lehman, Joe Keating, Judy Egelston-Dodd, Frederick C. Kintzer, Katherine M. Cook, Washington Congress of the U.S., Edwin Christmann, and Washington Employment and Training Administration (DOL).

Bacon, David (1997). Mexico's New Braceros: How NAFTA Promotes Child Labor and Truancy in the Onion Fields of Mexicali, Nation. Although NAFTA has proven profitable for U.S. growers who have relocated agricultural production to Mexico, it has helped create an economic crisis that has forced thousands of Mexican children to leave school in order to work and supplement their parents' shrinking income. In Mexicali Valley (Baja California), approximately a fourth of the agricultural workers are children. Descriptors: Agribusiness, Agricultural Laborers, Child Advocacy, Child Labor

Lehman, Jeffrey; Christmann, Edwin (1999). Data Explorations, New Mexico Middle School Journal. Mathematics curriculum for students in grades 5 through 8 should include explorations of statistics in real world situations. Provides a sample data-exploration activity. Descriptors: Data Processing, Mathematics Activities, Mathematics Curriculum, Mathematics Instruction

Valencia, Atilano A. (1974). The Cognitive and Affective Development of Elementary School Children in a Bilingual-Bicultural Learning Environment. A Study of the Grants Bilingual-Bicultural Education Program, Grants, New Mexico. Providing relevant data, analyses, and observations, with particular reference to the cognitive and affective development of bilingual children, the 1973-74 Grants Bilingual-Bicultural Program evaluation determined the personnel's attitudes and perceptions about program components and operations and the children's responses to bilingual-bicultural instruction. Native American, Anglo, and Spanish surnamed children from 9 classroom groups (6 program and 3 non-program) in grades 1, 3, and 5 comprised the sample. Tests administered in Spanish and English, a 30 item questionnaire, and classroom observations were used. Due to the lack of tests in Native American dialects, reference to observations of Native American cultural features in the program was made rather than to cognitive achievement based on the tests. Tests included the Inter-American Series' Tests of Reading, the General Ability Test (Spanish version), and the Science Research Associates, Inc. (SRA) Achievement Series, Form E/Blue Level and the Primary Edition, Form E, Primary I and II. Some findings were: students gained significantly in oral vocabulary, numbers, general concepts, and cognitive processes based on verbal and pictorial stimuli in Spanish; 3rd grade students measured at or beyond grade level on the SRA Test; and the personnel felt the program was well coordinated, sufficiently supplied with materials and equipment, and effective in developing the children's bilingual ability and cognitive skills.   [More]  Descriptors: Affective Behavior, American Indians, Anglo Americans, Biculturalism

Kantrowitz, Martin; And Others (1987). Innovative Tracks at Established Institutions for the Education of Health Personnel: An Experimental Approach to Change Relevant to Health Needs. Proceedings of a Conference (Albuquerque, New Mexico, October 1986). World Health Organization Offset Publication No. 101. A guide for educators seeking to reform programs and teaching methods at established medical schools is presented. Focused on practical problems, attention is directed to an innovative curricular track and the ideas, experiences, and discussions presented during a conference attended by educators at eight institutions that have used the track approach. The institutions, which are located in China, Mexico, the Philippines, Thailand, and the United States, have used the track approach to reform medical education to be more relevant to the health needs of given populations by using either problem-based or community-based learning in the educational process. Of concern are 23 strategies for using the track approach to implement change, with consideration of start-up, building support and overcoming resistance, evaluation, networking, and options for the future of the track. Features and experiences of the innovative track schools on seven points are compared, including motivation for seeking change, curriculum content, and policies governing admissions. Comparative information is summarized in an extensive table that illustrates common trends and differences in approaches, circumstances, or outcomes. Detailed case studies of the eight schools are also presented. Descriptors: Case Studies, College Curriculum, Comparative Education, Education Work Relationship

Valencia, Atilano A. (1972). Bilingual-Bicultural Development for Spanish, English and Indian Speaking Children in a Southwestern Multicultural Environment. A Report of Statistical Findings and Recommendations for the Grants Bilingual Education Project, Grants, New Mexico. The Grants Bilingual-Bicultural Program provided for the linguistic and academic needs of children with language limitations in English and Spanish, children functional only in Spanish or English and children functional in the Keresan or Navajo language with limitations in English. The evaluation design determined program effects in English language development, Spanish language development, cultural perceptions and attitudes, and academic achievement in science, mathematics, and social science. Pre-test and post-test measures were used for experimental and control group children in grade levels 1, 2, and 3 at 6 schools representing at least 4 ethnic groups and language references. The statistical findings showed that children tended to score higher on the Cultural Sensitivity Test at progressively higher levels in the first 3 elementary grades, that ideas depicting native cultural references have been discussed by teachers in the program, that children in the bilingual program are advancing in the Spanish language arts, and that more structural activities are needed for the Spanish-surnamed child who operates with a Spanish-English mixed language reference base. Observations included that administrative encouragement and support were very apparent and that program personnel were very enthusiastic about the program. (Several pages may be light.)   [More]  Descriptors: Academic Achievement, American Indians, Biculturalism, Bilingual Education

Congress of the U.S., Washington, DC. Senate Select Committee on Indian Affairs. (1977). Pueblo Lands and Alaska Natives Governing Bodies. Hearing Before the United States Senate Select Committee on Indian Affairs, 95th Congress, 1st Session on S. 1789, To Authorize the Secretary of the Interior to Contract with the Middle Rio Grande Conservancy District of New Mexico for the Payment of Operation and Maintenance Charges on Certain Pueblo Lands; S. 2046, To Enable Alaska Natives to Maintain and Consolidate Tribal Governing Bodies, and for Other Purposes. Presenting congressional testimony regarding Senate Bill 1789 and Senate Bill 2046, these hearings include the texts of each bill and the statements of 12 witnesses. S. 1789 is described as a bill designed to amend the Act of August 27, 1935 (49 Statute 887) by extending the authority of the Secretary of the Interior to contract with the Middle Rio Grande Conservancy District on behalf of the six Pueblo Indian tribes served by that district for operation and maintenance charges assessed against these tribes. S. 2046 is described as a bill designed to consolidate the many recognized American Indian and Alaska Native tribal villages, groups, and local non-profit corporations into 12 regional nonprofit corporations for Indian Self-Determination Act contracting and other purposes (the present language in the Indian Self-Determination Act recognizes 450 separate entities for contracting purposes, making efficient implementation of Public Law 93-638 and other acts very difficult). Representative testimony is presented for: Alaska Federation of Natives; Kuskowin Native Association; the Assistant Secretary of the Interior for Indian Affairs; North Slope Borough (Barrow); Association of Village Council Presidents; Bering Straits Native Association; Tlingit and Haida Indians; Cook Inlet Native Association; Angoon Indian Reorganization Act Council; Kootznoowoo, Incorporated, Angoon; Bureau of Indian Affairs; and Southwest Alaska Indian Reorganization Act Councils. Descriptors: Agencies, Alaska Natives, American Indians, Contracts

Hoeltgen, Kristine A. (1976). The Tenth Circuit View of Title VII Discovery–EEOC v. University of New Mexico, 504 F. 2d 1296 (10th Cir. 1974); Rich v. Martin Marietta Corp., 522 F. 2d 353 (10th Cir. 1975), Denver Law Journal. In both these cases the Tenth Circuit continued the trend begun in earlier Title VII cases of giving a liberal interpretation to the scope of discovery. In these decisions the court began to speak more particularly of the factors to be considered in acting on motions to compel discovery.   [More]  Descriptors: Constitutional Law, Court Litigation, Discriminatory Legislation, Employer Employee Relationship

Employment and Training Administration (DOL), Washington, DC. (1993). Leaders of Change! Successful Workforce Development Projects. Envisioning a Competitive America: The Workforce Development Forums (Boston, Massachusetts, April 14-16, 1993; Des Moines, Iowa, May 26-28, 1993; Albuquerque, New Mexico, July 14-16, 1993). This compendium, which is intended as a resource for state and local policymakers and practitioners to use in addressing work force development issues in their states, describes successful projects based on various work force development strategies in the areas of collaboration, empowerment, and systematic change. Some of the models included were originally presented in a series of workshops held as part of three national forums. A total of 61 descriptions of projects illustrating ways in which various partners in business, labor, education, and all levels of government are working together in communities to find better methods of preparing the U.S. work force to meet the demands of the labor market of the future are organized into three sections as follows: innovative work force development programs that are successful because of partnerships (26 programs), programs using new technologies and initiatives to give job seekers and employers expanded access to employment services (20 programs), and programs in which innovative practices are used to create a new employment and training infrastructure (15 programs). Each program description includes the following: state in which the program is offered, program title, program description (including goals and key features/services), who benefits, team players, and a contact person.   [More]  Descriptors: Adult Education, Community Programs, Cooperative Planning, Coordination

Moore, Jean J., Comp. (1976). Comprehensive Implementation Processes for Special Education Services in the Bureau of Indian Affairs with Public Law 94-142 Compliances: Conference Proceedings (Albuquerque, New Mexico, November 8-12, 1976). Designed as a reference book, this publication reflects the efforts of almost 100 American Indian parents, educators, diagnosticians, social workers, etc., and representatives from each of the Bureau of Indian Affairs (BIA) Area Offices in attendance at the 1976 conference on the comprehensive implementation process for special education services in the BIA with Public Law 94-142 compliances. The major portion of this document presents the work generated by the following workshop topics: (1) Administration and Fiscal (funding patterns, needs assessment, staff, personnel development, facilities, equipment, transportation, and community resources); (2) Assessment and Placement (identification, screening, referral, and staffing procedures); (3) Program and Evaluation (individual education plan, curriculum development, and evaluation); (4) Protection (confidentiality and due process). Each workshop topic is presented in terms of known resources and follow-up activities (technical assistance needs, coordination needs, and timeliness). This publication also presents: conference presenters and their topics, an eight-item list of supplementary resource materials, the conference evaluation, BIA and Southwest Regional Resource Center personnel and conference assignments, and a conference directory.   [More]  Descriptors: Administration, Agency Role, American Indians, Community Resources

Massey, Douglas S. (1987). Do Undocumented Migrants Earn Lower Wages than Legal Immigrants? New Evidence from Mexico, International Migration Review. This article examines the effects of legal status on wage rates among Mexican migrants. The findings show little wage discrimination against illegal migrants, but their illegal status does reduce the duration of their stay. The total amount of employer capital spent on them is less than that for legal migrants. Descriptors: Bias, Employer Attitudes, Employment Level, Employment Practices

Egelston-Dodd, Judy, Ed. (1997). Windows – 97 on the New Standards. Monograph of Collected Papers from the Annual Conference of the Association of College Educators–Deaf and Hard of Hearing (23rd, Santa Fe, New Mexico, March 7-10, 1997). This collection of 19 papers focuses on implications of the professional standards recently developed jointly by the Council for Exceptional Children and Council on Education of the Deaf (CEC/CED). The following papers are included: (1) "Introduction: Helping the Professorate Implement the Standards" (Judy Egelston-Dodd); (2) "CED Standards: Meeting Diverse Needs through Collaboration" (Kathee Christensen); (3) "Using Cases and Case Methods in Teacher Preparation in Deafness" (Mary Compton and Susan Shroyer); (4) "Distance Learning through Telelinking" (Karen L. Dilka and Deborah Haydon); (5) "Model of Formal Collaboration between Two State Universities: Meeting the Challenge of the CEC/CED Standards" (Susan Easterbrooks and Joan Laughton); (6) "A Framework for Exploring Students' Personal Cultures: A Tool for Use in IEP Development" (Ruth Fletcher and Doris Paez); (7) "Multicultural Education Applications for Teachers of the Deaf: Creating Culturally Responsive Curricula" (Barbara Gerner deGarcia); (8) "Teacher Trainees' Classroom Communication Preferences" (Tom Jones); (9) "Results of a National Survey of Reading Instruction" (Carol LaSasso); (10) "Test-Taking Abilities of Deaf Students: A Missing Component of the Curriculum" (Carol LaSasso); (11) "Parents as Partners: Preparing Deaf Children for Bi-Bi Programs" (Carol LaSasso and Melanie Metzger); (12) "Visual Activities Using the Internet: Enhancing Experiential Learning, Concept Development and Literacy" (Pamela Luft); (13) "Using Electronic Dialogue Journals To Model Whole Language Procedures" (Pamela Luft); (14) "Teacher Subject Matter Competencies in Mathematics: Where Do We Go From Here?" (Claudia Pagliaro); (15) "Parental Improvement: Deaf versus Hearing Children" (Gerald Powers); (16) "Speech/Language Pathologist or Teacher of Deaf/Hard of Hearing: Who Is More Qualified To Serve?" (Gerald Powers and Christopher L. Schwilk); (17) "Can I Read between the Lines: An Outsider's Reflection on the CEC/CED Standards" (Rosemary Saur); (18) "The Relationship between ASL Skill and English Literacy" (Michael Strong and Philip Prinz); and (19) "Multicultural Needs of Students Who are Deaf: The Bilingual Experiences of a Deaf Native American" (James Woodenlegs). Individual papers contain references.   [More]  Descriptors: American Indians, American Sign Language, Concept Formation, Curriculum Development

Kintzer, Frederick C. (1994). International Developments in Higher Education: New Perspectives on Nonuniversities. A nonuniversity is a short-term, short-cycle college or institute that provides vocational and technical training toward diplomas and certificates for compulsory school or high school graduates. Continuing education for adults is also commonplace in established systems, but preuniversities studies are offered almost exclusively in two-year colleges in the United States and Canada. Structurally, the nonuniversity in the U.S., Great Britain, and other nations of the British Commonwealth comprise the third rung of three-tier systems of higher education, with traditional universities and state universities and liberal arts colleges making up the other two tiers. In most countries where nonuniversities are new or are now being planned, two tracks of higher education are favored: degree-granting universities, and colleges and universities specializing in technical and vocational education for postcompulsory graduates. In much of the world, nonuniversities are poorly supported. Private sponsorship is common in Central and South America and Pacific Rim countries, but government sponsorship is growing in Japan and Mexico. Public nonuniversities are developing throughout Europe and in several African nations, notably Kenya. The global nature of the world demands greater attention to international studies in courses required for advanced degrees in education. Double doctorates, single doctoral-level course requirements, and international components in regular courses are possible strategies for incorporating information on international higher education into graduate programs. Information on nonuniversities in Russia, Belaras, Germany, Hungary, Czech and Slovak Federal Republics, Slovenia, Japan, Taiwan, Australia, New Zealand, and Mexico is provided. Contains 19 references.   [More]  Descriptors: Community Colleges, Comparative Education, Foreign Countries, Institutional Characteristics

Cook, Katherine M. (1932). The House of the People: An Account of Mexico's New Schools of Action. Bulletin, 1932, No. 11, Office of Education, United States Department of the Interior. There are a number of reasons for the increasing interest of American educators in educational progress in Mexico. From a more definitely educational standpoint they are concerned because of the large number of Mexican children enrolling in schools, especially in Southwestern States. Educators are beginning to realize that a wider knowledge of their country and of their cultural background and their social situation at home might lead to a better understanding of their needs and abilities. These and other very real and mutual interests in educational policies and practices prompted the preparation of this bulletin. It is, for the most part, an account of impressions gained during a month's observation and study among Mexican schools, chiefly rural schools. The author aims to describe certain outstanding features of the rural educational program which she observed and believes to be of special interest to educators in the United States. The larger and more important tendencies, observed with a desire to understand the spirit which animates the program rather than its details, are those with which this bulletin is primarily concerned. This bulletin contains these chapters: (1) Rural schools; (2) Cultural Missions; (3) Normal Schools; (4) Secretaria de Educacion Publica; (5) Secondary Schools; and (6) Special Activities. A bibliography is included. Individual sections contain footnotes. [Best copy available has been provided.]   [More]  Descriptors: Rural Education, Foreign Countries, Mexicans, Rural Schools

Congress of the U.S., Washington, DC. Senate Committee on Labor and Human Resources. (1993). Technology for Education Act of 1993. Hearings on S. 1040 before the Committee on Labor and Human Resources. United States Senate. One Hundred Third Congress, First Session (Washington, D.C., July 21, 1993 and Albequerque, New Mexico, August 18, 1993). Hearings were held on the Technology for Education Act of 1993 (S. 1040) to support systemic improvement of education and the development of a technologically literate citizenry and internationally competitive work force by establishing a comprehensive system through which appropriate technology-enhanced curriculum, instruction, and administrative support resources and services that support the national education goals and any national education standards that may be developed, are provided to schools throughout the United States. comprehensive way, the Act addresses issues related to the use of technology in education and gives it the high priority it deserves in educational planning. At the July hearings in Washington, a panel of educators focused on classroom success through technology, explaining what technology has done for them and providing eyewitness accounts of how technology opens opportunities for learning. A second panel of teachers and students provided hands-on demonstrations of some things that are currently available for classroom use. At the August hearings in Albuquerque, the same approach was used, with an introductory panel of educators and a second panel of teachers and students providing demonstrations. The bill provides a vision and strategy for technology at the federal level, with funding for equipment, teacher training, technical support, and incentives to develop the market for educational technology products. Prepared statements and supplemental material complement the statements of the more than 18 educators and students.    [More]  Descriptors: Adoption (Ideas), Computer Uses in Education, Educational Planning, Educational Technology

Stall, Pat; Keating, Joe (1990). Evolution–A Topic for Interdisciplinary Study, New Mexico English Journal. Outlines an award-winning interdisciplinary unit of study (used in biology and English classrooms) that combines literature, mythology, religious history relating to origins, and Charles Darwin's theory of evolution. Descriptors: English Instruction, Evolution, Interdisciplinary Approach, Science Instruction

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