Racial Integration in the Public Schools of Arizona, Kansas and New Mexico

1954 ◽  
Vol 23 (3) ◽  
pp. 290
Author(s):  
Ellis O. Knox
Keyword(s):  
Public Schools ◽  
New Mexico ◽  
Racial Integration ◽  
The Public

Diagnostic Examination of Children With Voice Disorders

1992 ◽  
Vol 23 (4) ◽  
pp. 353-360 ◽  
Author(s):  
Linda H. Leeper
Keyword(s):  
Public Schools ◽  
New Mexico ◽  
School District ◽  
School Districts ◽  
Low Cost ◽  
Voice Disorders ◽  
Underserved Population ◽  
Public School District ◽  
Speech Language Pathologists ◽  
The Public

Children with voice disorders in the public schools are frequently cited as an underserved population. One of the reasons for this problem most often mentioned by speech-language pathologists is the difficulty in obtaining laryngeal examinations prior to beginning direct treatment for this population. A series of three, low-cost, half-day voice clinics was created to serve the needs of speech-language pathologists and children with voice disorders in the Las Cruces (New Mexico) Public School District. Results describing the population seen at these clinics are reported, along with a detailed delineation of the logistics involved in clinic operation. The model presented here is proposed for replication in other school districts.

The Limits of Americanization

2018 ◽  
Author(s):  
Rosina Lozano
Keyword(s):  
United States ◽  
Public Schools ◽  
New Mexico ◽  
English Language ◽  
The United States ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Language Of Instruction ◽  
Spanish American War ◽  
The Public

One of the key roles of the public school system at the turn of the twentieth century was to create U.S. citizens. The federal government supported educational efforts in the noncontiguous territories that the United States acquired during the Spanish-American War. While both Arizona and New Mexico remained territories until 1912, they never received any federal educational aid. Americanization efforts across the United States largely encouraged a move away from foreign language instruction in the public schools in favor of English as the language of instruction. The interests of Americanization advocates coincided with the move to segregate students of Mexican descent into separate schools and classrooms throughout the Southwest. Administrators claimed they separated ethnic Mexican students due to their inability to speak the English language fluently. Despite the segregation of many Spanish-speaking students across the Southwest, Spanish remained in many classrooms in New Mexico—especially in the northern counties. Spanish was used in schools with the early support of the territorial superintendent of instruction and the New Mexico Journal of Education who both recognized that the vast majority of students in those districts entered school as monolingual Spanish speakers.

A Rural County Speech and Language Program

1977 ◽  
Vol 8 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Hildegarde Traywick
Keyword(s):  
Public Schools ◽  
Speech And Language ◽  
Rural County ◽  
Language Program ◽  
The Public ◽  
Madison County

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.

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