Bibliography: New Mexico (page 223 of 235)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include William C. Cross, Horacio Ulibarri, David A. Spidal, Peder J. Johnson, Richard Holemon, Alfred P. Wilson, Pearce S. Grove, Kathleen J. M. Haynes, Albuquerque. Coll. of Education. New Mexico Univ., and Mari-Luci Ulibarri.

Ulibarri, Horacio (1969). Interpretive Studies on Bilingual Education. Final Report. This project, carried out in 1968-1969, undertook as its main purposes (1) to review the research that has been conducted on bilingual education; (2) to obtain the recommendations on bilingual education from those persons who have been actively engaged in working with this problem; (3) to conduct on-site visitations to see at first hand programs of interest, programs with potential for achieving inter-group reactivity, and (4) to draw from the study implications for educational practice and administration, and research in the area of bilingual-bicultural education. The first main section of this report summarizes the purposes of the bilingual program, growth and development, language acquisition and learning, programs and methodology, projects, and tests and measurements. The second main section describes goals, the bilingual education program, the teacher and bilingual education, materials, teacher methodology, evaluation, and school and community relations. The final section deals with the same topics in terms of implications for research. An annotated bibliography on bilingualism is followed by a selected bibliography and a listing of projects and on-going programs in bilingual education.   [More]  Descriptors: American Indians, Annotated Bibliographies, Bibliographies, Biculturalism

Ulibarri, Mari-Luci (1969). Pensamientos Sobre (Thoughts on) Teaching English as a Second Language. This document presents ideas on various topics in teaching English as a second language. Some of the problems of English orthography and semantics are illustrated. The role of contrastive analysis is mentioned with Spanish-English illustrations. A list of second-language-acquisition principles and techniques is provided, and suggestions for individual or group work, pronunciation class, pattern drills, teaching by the unit method, verb study, reading practice, and question and answer techniques are included.   [More]  Descriptors: Applied Linguistics, Classroom Techniques, Comparative Analysis, Contrastive Linguistics

Ulibarri, Horacio (1970). Bilingual Education: A Handbook for Educators. Interpretive Studies on Bilingual Education. This comprehensive handbook on bilingual education, designed to aid administrators primarily, presents program guidelines, procedures for program initiation, and an annotated bibliography. Based on analyses of some 2,000 reports on bilingual and bicultural education, the work stresses social, cultural, and psychological concepts in sections treating: (1) objectives of bilingual education programs, (2) program description, (3) teacher role, (4) materials, (5) evaluation, (6) counseling, and (7) program initiation and implementation.   [More]  Descriptors: Annotated Bibliographies, Biculturalism, Bilingual Education, Bilingual Teachers

Wilson, Alfred P.; And Others (1971). Alienation Evaluation for Migrant Programs. A test developed to assess alienation in sixth grade Spanish American students was administered to migrant students in Grades 4-8. Validity studies indicate that the test may have been too difficult for the grade levels and cultural characteristics of that group. Recommendations for further testing are included. (See TM 000 995 for a copy of the instrument.)   [More]  Descriptors: Attitude Measures, Elementary School Students, Factor Analysis, Junior High School Students

Grove, Pearce S. (1973). Basic Guidelines for the Bibliographic and Physical Control of Nonprint Media. A task force of librarians and audiovisual specialists was assembled to resolve differences among the several existing guidelines available for the cataloging of nonprint media and to establish a media code suitable for both manual and automated systems. The guidelines which it issued deal with procedures, terminology and codes, and set forth a series of recommendations relating to: 1) bibliographic records; 2) cataloging; 3) classification; 4) subject headings; and 5) media designations (general and specific physical form designations). Also included in the report are a media code and a short bibliography of standard reference works which deal with cataloging and processing of nonprint media.   [More]  Descriptors: Audiovisual Aids, Cataloging, Classification, Codification

Ulibarri, Horacio; Holemon, Richard (1969). Administration of Bilingual Education. The administrator in a bilingual, bicultural community must act with caution, forebearance, and great understanding, paying intense heed to his community. The term "bilingualism" refers to facility in the use of two languages, ranging from a minimal knowledge of either language to a high level of proficiency in both. "Biculturalism" is a functioning awareness and participation in two contrasting sociocultures. Biculturalism can be attained without being bilingual; bilingualism can be attained without dual acculturation. In developing a taxonomy for the bilingual program, the psycholinguistics and emotional commitments of the bilingual child should be considered. He may become more committed emotionally to a given concept if taught in one language rather than another. Some program objectives, which can be measured in terms of behaviors, are (1) the bilingual child will participate in more extra class activities; (2) he will learn more about his cultural values and see the differences between his native culture and the Anglo-American cultural value system; and (3) he will understand the process of acculturation. A discussion of teachers, materials, and testing, and a description of funding sources for bilingual, bicultural programs conclude this study. See related documents Al 001 828 and Al 001 829.   [More]  Descriptors: Acculturation, American Indians, Biculturalism, Bilingual Education

Wilson, Alfred P.; And Others (1971). How Do You Feel About Things?. This 60-item questionnaire is designed to measure attitudes toward school among sixth grade Spanish American students. The respondents mark their answers on a 1 to 5, true to false continuum. Administration instructions are included. (See also TM 000 994) Descriptors: Elementary School Students, Grade 6, Migrant Children, Minority Group Children

New Mexico Univ., Albuquerque. Coll. of Education. (1969). Changes in Attitudinal Characteristics of Migrant and Ex-Migrant Workers Involved in Adult Education. Final Report. To ascertain and assess the changes in social and attitudinal characteristics among migrant and ex-migrant workers because of participation in adult education programs, a sample of 208 subjects were randomly selected from the Southwest. The selection was made from 3 program groups–adult basic, vocational, and pre-vocational education. Each subject was administered a pre- and post-test on the California Test of Personality, Muncy's Scale of Acculturation, Winslow's Scale of Alienation, the MSU Work Beliefs Checklist, and Haller's Occupational Aspiration Scale. The complete analysis produced several significant results both in change within each group and differences in change between groups. The study suggests that adult education projects should anticipate and try to enhance the observed attitudinal changes as measured by the California Test of Personality. Changes in attitudes as observed in this study should result in the student being more capable of functioning in the Anglo middle class culture and this should be one of the aims of any adult education program.   [More]  Descriptors: Acculturation, Adult Basic Education, Adult Education, Adult Vocational Education

Cross, William C. (1971). They're Why I'm Dead. This tongue-in-cheek paper represents that ideal and fictitious being, "Joe Personnel", as envisioned by critics of regularly-organized student personnel services. They contend that, since people have, for centuries, handled their own problems, they should be capable of doing so today, and that any assistance needed can be provided by a single campus functionary, "Joe Personnel". "Joe" is expected to combine the devotion of James Conant, the enthusiasm and wit of Bob Hope, the knowledge of Don Super and Carl Rogers, and the compassion of Albert Schweitzer–in short, he must be Socrates, Christ and Dear Abby rolled into one. His need to function constantly and mechanically in behalf of all the students on campus wears him out so that he dies at an early age, declaring his wish to be buried deep, with "the computer at his feet, the typewriter over his empty heart cavity, and the telephone at his head.""Tell the Administration," wails Joe's epitaph, "they're why I'm dead."   [More]  Descriptors: Administrative Organization, Allegory, Counselor Role, Role Theory

Haynes, Kathleen J. M. (1993). Cataloging and Classification for the Small Library. Second Edition. Revised and Enlarged. The purpose of this manual is to explain some of the basics of cataloging and classification for many types of library materials in small libraries. The ideas presented were gathered from practical applications in small libraries and from examples in standard cataloging and classification tools. The manual is designed for self instruction. There are five parts sequenced to guide the user through the cataloging process: (1) "The Cataloging Process" covers bibliographic control and the bibliographic record; (2) "Technical Services Procedures" examines automation and cataloging, filing, children's materials, and technical procedures; (3) "Descriptions" examines areas, levels, and rules of description; (4) "Access Points" covers main and added entries, headings, uniform titles, and authority control; and (5) "Subject Analysis" addresses the use of existing catalog copy, verifying headings, assigning subject headings, the structure of "Sears List of Subject Headings," materials needing special treatment, and classification. Each chapter contains exercises to complete and examples to help illustrate points. The answers are found in the appendices along with a glossary of terms, a list of vendors, and a bibliography. (Contains 25 references.)   [More]  Descriptors: Authority Control (Information), Bibliographic Records, Cataloging, Classification

Spidal, David A. (1971). Considerations in the Evaluation of Language for Inclusion in a Programmed Language System for the Deaf. The paper examines aspects of language (morphology, syntax, and semology) as they relate to effective instruction in the area of language with deaf students. Pointed out are language factors to keep in mind when preparing instructional materials for the deaf, such as words with more than one meaning and other problems affecting comprehension of a sentence. Explained is the language grid developed by Project LIFE to be used in identifying levels of linguistic competency as used with certain vocabulary, to assist the teacher in preparing language materials to supplement those developed by Project LIFE and in evaluating materials for utilization in the reading and language program. The language grid helps the teacher identify linguistic structures which the student understands. The structural matrix plus the listed vocabulary and concept usage listing provides the teacher with tools to evaluate the reading and language operational level of the student. The grid represents the sequential development of language principles and sentence patterns in the first eight units of the LIFE programed language filmstrips.   [More]  Descriptors: Exceptional Child Education, Hearing Impairments, Language Acquisition, Language Arts

Maltby, Gregory P.; And Others (1989). The San Elizario Bilingual Learning Community: An Application of Technology to Reading/Writing/Mathematics/Computer Literacy. Fifth Year Evaluation Report. This report is the fifth year and last evaluation of the Title VII Bilingual Computer Literacy Project for San Elizario Independent School District, Texas. Several points in the fourth year evaluation focused on the need for the computer assisted instruction (CAI) project to obtain and maintain community and parent involvement and to secure and maintain school district staff commitment. A newsletter and survey sent to parents in May 1989 requested parent volunteers for a number of activities; this may be a start toward parent involvement in the CAI project. Although teachers and staff have shown a strong and growing commitment to the project, turnover in project personnel and funding problems threaten project status in the school district after the federal grant ends. A comparison of April 1988 and April 1989 standardized test scores for 159 students in grades 1-6 and 9-12 with national norms showed that reductions in the gap between participant scores and national norms occurred for composite scores, reading, language arts, and mathematics in grades 4, 6, and 12; and for grade 2 reading; grade 5 language arts; grade 9 language arts; grade 10 composite scores, reading, and language arts; and grade 11 composite scores, reading, and mathematics. English language proficiency improved for five grades and worsened for four grades, but gains and losses were minimal. Appendices include a letter explaining district plans for project continuation, an explanation of the gap reduction model, standardized test scores and statistics, and descriptions of oral language proficiency levels. This report contains 17 references.   [More]  Descriptors: Academic Achievement, Achievement Gains, Bilingual Education Programs, Computer Assisted Instruction

Johnson, Peder J.; Goldsmith, Timothy E. (1992). Structural Assessment of Knowledge and Skill. A cognitively based theoretical framework for the assessment of domain competence is proposed. The basic thesis is that to be knowledgeable one must know how the important concepts of a domain are interrelated. This thesis implies that any valid assessment of knowledge must capture these structural properties. The implementation of a structural approach in the assessment of classroom learning is described, and recent findings with college students demonstrating the ability of the approach to predict classroom examination performance are reviewed. The success of the approach is discussed in terms of the benefits derived from integrating the cognitive emphasis on structure and the psychometric emphasis on predictiveness. Thirty-three references and two figures are included.    [More]  Descriptors: College Students, Competence, Educational Assessment, Higher Education

Sachs, David A. (1972). The Effects of Differential Reinforcement Conditions and the Conditioned Emotional Response on Discrimination Learning. Final Report. Three studies, using handicapped children, investigated: effects of three different reinforcement contingencies (positive reinforcement, removal of positive reinforcement, and combination of positive reinforcement and removal of positive reinforcement) on a steady-state discrimination task; effect of a conditioned emotional response procedure on a steady-state discrimination task; and effect of a conditioned emotional response procedure on rate of words emitted. Results of the three studies indicated: percent of correct discriminations was highest for removal of positive reinforcement; no significant differences were found in response latencies for any of the three reinforcement conditions; conditioned emotional response procedures had no effect on response latency or percent correct discriminations; conditioned emotional response procedures had no effect on rate of words emitted. Major implications of studies were discussed.   [More]  Descriptors: Conditioning, Discrimination Learning, Exceptional Child Research, Handicapped Children

Ulibarri, Horacio, Ed. (1970). Interpretive Studies on Bilingual Education. Final Report. This final report contains speeches on bilingualism given at conferences in San Antonio, Los Angeles, and Albuquerque. "Bilingualism and Socioculture", "Community Involvement Through Effective Use of Mass Media Communication", "In-Service Training", "Folklore", "Dialectic Education", and "What's the Score on Bilingual Education?" are reprinted in this work. A series of on-going, public school projects in bilingual education are examined individually. The history of the entire project is reviewed and abstracts provided for four monographs concerning project-funding and function, a compendium on bilingual education, administrator guidelines, and a collection of ideas and materials on bilingual education drawn from various sources. Pre- and post-questionnaires, evaluations of conferences, and a concluding statement are included. For a related document see FL 001 740.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Conference Reports

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