Bibliography: New Mexico (page 219 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Bernard Spolsky, El Rito. Northern New Mexico Community Coll., Lee B. Zink, Stephen M. Nover, Jean F. Andrews, Leon E. Williamson, Richard F. Rodriguez, Roxanne Dunbar Ortiz, Richard Rudisill, and Albuquerque. New Mexico Univ..

Rudisill, Richard (1971). Mirror Image; The Influence of the Daguerreotype on American Society. The influence of the daguerreotype on the intellectual, cultural, commercial and social life of 19th century America is the subject of this volume. The author sees the daguerreotype as having an effect on three levels: as a direct force toward cultural nationalism and an emerging definition of the American character; as an aid in the young republic's transition from an agrarian to a machine society; and as an instrument of the transcendentalist spirit, both reflecting and stimulating faith and insight. The technical refinement of the daguerreotype, its commercial expansion, and the role of famous daguerreotypists are considered; and a number of daguerreotypes are reproduced. Descriptors: American Culture, American History, Cultural Awareness, Culture

Rodriguez, Richard F. (1998). Project BESTT: Bilingual/ESL Special Education Teacher Training. This final report describes the activities and outcomes of Project BESTT (Bilingual/ESL Special Education Teacher Training), a federally-funded program that provided training to 25 certified special education teachers selected from four rural school districts currently serving bilingual, minority group elementary children with disabilities. The immediate goal of the training program was to provide participating school districts with a quality trained cadre of bilingual special education personnel able to meet the unique cross-cultural and special education needs of culturally and linguistically diverse students in public school settings. The 25 participants included 7 Caucasians, 16 Hispanics, and 2 Native Americans. Two of the participants have an identified disability. The Project BESTT training curriculum involved the integration of bilingual, English as a Second Language (ESL), and special education course work into a 36 semester-hour, interdisciplinary, competency-based program of study leading to the Masters of Arts degree in Bilingual/Special Education. The program of study included a field experience. An evaluation of the training found that post-training scores of participants were higher on measures evaluating awareness of the educational needs of culturally and linguistically diverse students than teachers who had not participated. An appendix contains information on teacher competencies, course work, and training curriculum.   [More]  Descriptors: Bilingual Education Programs, Bilingual Students, Bilingual Teachers, Cultural Awareness

Ortiz, Roxanne Dunbar, Ed. (1979). Economic Development in American Indian Reservations. Development Series No. 1. A collection of 13 scholarly articles and essays, this book makes available hard-to-find information and theories about American Indian economic development. Part I, "The Land and the People", emphasizes cultural traditions and beliefs of Indian people and traces the development of the concept of sovereignty and its applicability to Indian self determination. Part II, "Historical Background for Underdevelopment", contains a discussion of the significance of United States economic development in relation to Indian land policy, a summary of the history of Indian water rights, and an analysis of the colonial context as a framework for studying the historical underdevelopment of American Indian economies. Part III, a case study of the Navajo Nation, discusses (1) the Navajo postoral economy and the traditional-modern division, (2) underdevelopment and dependency in the Navajo economy, (3) strategies for increasing Indian governmental income and building a stable economic base, (4) Navajo government taxation of corporations operating in the reservation as a means to augment income and assert sovereignty, and (5) fundamental changes in the Navajo government resulting from 20 years of dependency on mineral leases and royalties. Part IV contains three studies of the politics of Indian underdevelopment and development. Descriptors: American Indian Culture, American Indian Reservations, American Indians, Colonialism

Nover, Stephen M.; Andrews, Jean F. (2000). Critical Pedagogy in Deaf Education: Teachers' Reflections on Creating a Bilingual Classroom for Deaf Learners. Year 3 Report (1999-2000). USDLC Star Schools Project Report No. 3. This report covers year 3 of a 5-year longitudinal study that is applying a bilingual language approach to development of American Sign Language (ASL) and English language and literacy skills in deaf learners. Specifically, the report describes how 45 teachers and mentors in five residential schools participated in inservice training on the use of bilingual and English as a Second Language (ESL) methodologies and practices with deaf children. Teachers kept written reflective logs as they participated in weekly seminars for 24 weeks. Conclusions of the project to date support a dual language developmental bilingual approach in ASL and English but do not support the mixing of languages as in a sign-supported speech environment. Implications of the project include increased use of bilingual and ESL methodologies in inservice teacher training and a closer attention to background variables of deaf students as they affect language learning. Conclusions also suggest that many public school programs are failing deaf students and exacerbating their language delays, that schools for the deaf need to reform their language teaching and learning environments, and that widespread mainstreaming of young deaf children without ASL and deaf culture support is not working. Six appendices provide teaching training syllabi, questionnaires, and other project related materials. (Contains 52 references.)   [More]  Descriptors: American Sign Language, Bilingual Education, Deafness, Elementary Secondary Education

Pitt, William D. (1970). The Development of Multi-Level Audio-Visual Teaching Aids for Earth Science. The project consisted of making a multi-level teaching film titled "Rocks and Minerals of the Ouachita Mountains," which runs for 25 minutes and is in color. The film was designed to be interesting to earth science students from junior high to college, and consists of dialogue combined with motion pictures of charts, sequential diagrams, outcrops, and aerial views. The film was produced inexpensively and "the variety of illustration types used in this film is believed to be somewhat unique and represents a different approach to educational films about geology." The film was rated by groups of earth science students, college, high school, and junior high. Both the rating questionnaire and the resulting data are included in the report showing generally a positive response to the film. A list of general suggestions in making geology films is provided.   [More]  Descriptors: Audiovisual Aids, College Science, Earth Science, Evaluation

Northern New Mexico Community Coll., El Rito. (1980). Bilingual Skills Training Program. Auto Mechanics. Module 1.0: Safety. This module on safety is the first of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to define safety, to list rules for fire prevention in the shop and while using lifting devices, and to describe safe work clothing. Contents include list of module objectives; pretest; five sections on (1) definition of safety and maintenance, (2) using tools and equipment, (3) fire prevention, (4) proper clothing, and (5) lifting devices; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions in Spanish and English; vocabulary; concepts (statements or questions to direct reading); readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, spelling, writing skills, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Auto Mechanics, Behavioral Objectives, Bilingual Education

Williamson, Leon E. (1969). An Explorational Study in Concept Clarity Using Farradanes's Nine Stage Model. Final Report. This study explores the possibility that a model developed by J.E.L. Farradane of London may aid in developing a teaching strategy founded upon some of what is known about conceptualization, and providing diagnostic procedures to apply in determining a frame within which to develop a prognosis to adhere to in directing specific concept development. A picture-and-word-description instrument, using twenty concepts ranging from first through sixth grade diffuculty, was individually administered to 318 students, randomly selected from a stratified population. Scalogram analysis indicated that "the public test of the formation of a concept" will not enable a teacher to determine whether a student has attained clarity of a given concept. The coefficient of reproductivity value for the suggested model is .83, acceptable for sustaining interest until additional data are obtained. Data tables and a descriptive copy of the instrument are included.   [More]  Descriptors: Concept Formation, Concept Teaching, Diagnostic Teaching, Elementary School Students

Northern New Mexico Community Coll., El Rito. (1980). Auto Mechanics Modules 1-6: Bilingual Vocational Language Development Workbook. This vocabulary language development workbook accompanies modules 1-6 in the auto mechanics course of the Bilingual Skills Training Program (CE 028 296-301). For each module the trade-related vocabulary to be learned and practiced is first presented in both English and Spanish. Various types of activities and exercises using both the English and Spanish vocabulary are then provided, including alphabetizing, unscrambling letters, translation, finding words in puzzles, and matching Spanish to English terms. Directions are generally given in both English and Spanish. Descriptors: Adult Vocational Education, Auto Mechanics, Bilingual Education, Individualized Instruction

Ulibarri, Horacio; And Others (1969). Bilingual Education. PREP-6. The five documents in this PREP kit report on the significant R&D findings and current practice in bilingual education, from a project supported under OE's Targeted Communications Program. "Administration of Bilingual Education," one of the documents in the kit, is directed to administrators, school board members, and others who must make policy decisions concerning such a program. It treats such topics as the goals of a bilingual education program, the role of the administrator, the selection of the right teacher for bilingual education, materials available for teaching bilingual education, testing, and Federal funds available for these programs. A second document, directed to the teacher of bilingual children, discusses some of the cultural differences and problems encountered in the teaching of these children, and present practical recommendations and suggestions for strengthening classroom approaches. Annotated bibliographies accompany sections of this document. The remaining documents contain brief descriptions of 10 ongoing exemplary bilingual education programs, a listing of other programs by State, and some current research documents on bilingual education from the ERIC system, with information for ordering them from EDRS.   [More]  Descriptors: Administrator Guides, Biculturalism, Bilingual Education, Bilingual Students

Smith, Judy, Ed. (1977). The Map, the Mission and the Mandate: Personnel Preparation and Public Law 94-142. Second Annual Regional Conferences. A Report. Presented are nine papers on the issues and directions presented at meetings on the implementation of Public Law 94-142 (Education for All Handicapped Children Act) through the preparation of professionals in special education. Entries include the following titles and authors: "Regional Collaboration" by J. Harvey; "The Education for All Handicapped Children Act of 1975–Public Law 94-142 Regulations" by T. Irvin; "Cooperative Manpower Planning" by R. Schofer; "Inservice Programing and Preservice Priorities" by J. Siantz and E. Moore; "Innovation and Evaluation in Personnel Preparation" by P. Burke; "Dissemination" by G. Adamson and J. Smith; "Current Procedures and Issues in Grant Administration" by H. Saettler; "Responses from the Profession" by J. Gilmore, et al.; and"Conclusion–Partnership for Change" by J. Harvey, et al. Descriptors: Conference Reports, Elementary Secondary Education, Federal Legislation, Handicapped Children

New Mexico Univ., Albuquerque. (1977). A Consumer's Guide to Personnel Preparation Programs: The Training of Paraprofessionals in Special Education and Related Fields. Described are 77 programs that have evolved to train teaching assistants, youth service aides, counselors, recreation aides, physical therapy assistants, child care workers, group home supervisors, interpreters, and other types of paraprofessionals for special education and related fields. Provided in an initial section is a brief analysis of paraprofessional training programs, their common features, and their strengths and weaknesses. The bulk of the document contains one-page descriptions of each program (arranged by state) with information on roles of graduates, competency based training, practica, staff, trainees, student aid, funding sources, evaluation, and dissemination. Final sections include a map that shows locations of the programs, a list of products that may be obtained by contacting program directors, a bibliography on the training and utilization of paraprofessionals, and a list of newly funded programs. Descriptors: Handicapped Children, Paraprofessional Personnel, Postsecondary Education, Program Descriptions

Zink, Lee B.; And Others (1973). Evaluation of the Impact, Costs and Benefits of the Albuquerque Model Cities Library Materials and Cultural Centers. Final Report. Volume I and II. The purpose of this study was the examination of the Albuquerque Model Cities Library Materials and Cultural Centers and of their impact upon the community they serve. This was not a traditional cost/benefit study although it contains many of the aspects of such an analysis. The area served by the Centers is an area of relatively poor persons of primarily Spanish and/or Mexican descent with a few Blacks, American Indians and "Anglos." The study was conducted in the following manner. First, personal interview surveys were made of a sample of residents of the poor area (MNA) and of residents of a similar area without special library services, and of a middle-income area of Albuquerque. Results of these three sets of surveys were then compared to discover differences in attitudes of persons in the areas relating to their library services. Some nine months later, a similar survey was conducted again in the MNA to determine if differences had arisen over time. A much smaller survey was conducted on the library premises. Throughout the entire period of the study, the operations of the Library and Cultural Centers were examined and costs for various functions were allocated. Volume II contains the appendix.   [More]  Descriptors: American Indians, Anglo Americans, Blacks, Disadvantaged

Spolsky, Bernard (1972). The Situation of Navajo Literacy Projects. Navajo Reading Study Progress Report No. 17. The Navajo Reading Study has been prepared for a volume describing literacy projects in the indigenous languages of the Americas. In 1969-70, 2 surveys were made to determine the present language situation of 6-year-old Navajo children. For each survey, a simple questionnaire was sent to all teachers with Navajo 6-year-olds in their classes. Replies provided data on 79% of the Navajo children born in 1964, covering 84% of those actually in school. The results for the 2 years were similar. In 1970, 29.8% of the 3,653 children were reported as knowing no English, 39% as knowing a little English but not enough for 1st grade work, 20.7% as being equally at home in English and Navajo, 5.7% as being speakers of English who knew a little Navajo, and 4.8% as knowing only English. Also, 22 adult Navajos recorded tape conversations with 200 6-year-old Navajo children at 10 different locations on the Navajo Reservation. Interviews were transcribed, in normalized orthography, and key punched for computer processing. A total of 11,128 sentences, 52,008 words (tokens) representing a total of 8,775 different words (types), were processed. Results of the processing included a complete concordance giving each word in the context of each sentence in which it occurs and a list of all the different words in alphabetical order giving frequency and range. Also discussed were the history of Navajo literacy projects, Navajo orthography, concurrent programs for adult literacy as a part of bilingual education, the Navajo reading study, and attitudes toward Navajo literacy.    [More]  Descriptors: American Indians, Bilingual Students, Diachronic Linguistics, Elementary School Students

New Mexico Univ., Albuquerque. (1992). Alliance 2000 Project. Grant Writers' Manual. This manual is intended to help applicants write successful grant applications in response to requests for proposals (RFPs) from the Division of Personnel Preparation of the U.S. Office of Special Education Programs. It is particularly aimed at institutions of higher education involved in the Alliance 2000 Project, institutions with at least 25 percent of their enrollment being students from historically underrepresented ethnic groups. The first section presents an overview of the grant process, including finding the RFP, reading it for critical information, and identifying specific priorities. The next section looks at both long-range and short-range preparation for responding to an RFP, including completing a proposal development checklist, developing a generic data bank and a support system, brainstorming, identifying the principal investigator team, budgeting, and identifying resources. Section 3 is on writing proposal components and covers addressing the impact of the proposal on critical present and projected need, the capacity of the responding institution, the plan of operation, and the evaluation plan. Section 4 is on budget development and covers preliminary information (such as personnel salaries, travel, supplies, stipends, and other costs); budget detail; budget justification; and federal budget forms and instructions. The final section discusses the face sheet and assurances.   [More]  Descriptors: Budgeting, Disabilities, Ethnic Groups, Federal Aid

Spolsky, Bernard; And Others (1969). Analytical Bibliography of Navajo Reading Materials. Navajo Reading Study, Progress Report No. 3. English and Navajo language materials are described in this bibliography of reading materials primarily for elementary school students. The English language materials were developed to teach Navajo children about their own culture and could be used to form the base for a curriculum in English for Navajo students. The Navajo language materials were developed as part of a literacy program for Navajos in their native language. Ordering information and an author index are provided.   [More]  Descriptors: American Indians, Bibliographies, Cultural Background, Elementary Education

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