Bibliography: Mexico (page 001 of 481)

This bibliography is independently curated for the Positive Universe: Mexico website.  Some of the authors featured on this page include Rosemary Gallegos, Erin E. Barton, Amanda Beckrich, Hanna Skandera, James Adam Campbell, Sonja Koukel, Gabrielle Oliveira, Race to the Top – Early Learning Challenge, Alejandra Favela, and Ali Borjian.

Harris, Bryn; Barton, Erin E. (2017). Autism Services in Mexico: A Qualitative Survey of Education Professionals, International Journal of School & Educational Psychology. Many countries are experiencing a dramatic increase of Mexican immigrants in recent decades, especially the United States. It is essential that professionals understand the cultural expectations and autism spectrum disorder (ASD) diagnostic and intervention practices in Mexico to be better prepared to meet the needs of this population. In fact, immigrant children from Mexico face significantly more educational and mental health disparities than other immigrant populations. The purpose of this paper is to describe a survey of professionals working in Mexico regarding their ASD diagnostic and screening practices. The survey items were designed to elicit meaningful information regarding the ASD diagnostic and intervention practices in Mexico. This level of awareness and knowledge about current practices in Mexico is critical for supporting parent-professional collaboration during the ASD educational identification process in the United States as well as other countries with populations of Mexican immigrants. [More] Descriptors: Foreign Countries, Qualitative Research, Autism, Pervasive Developmental Disorders

Skandera, Hanna (2018). School Improvement: New Mexico's Recipe, State Education Standard. As anyone would readily agree, no child should be trapped in a persistently failing school. When the author was appointed New Mexico's secretary of education in 2011, she committed to never settle for failure and never stop pursuing equity and opportunity for all students. Many of New Mexico's students live in poverty or are students of color and attending low-performing schools, but demographics must not be destiny. This article looks at the New Mexico's recipe for school improvement, including supports for principals and teachers, accountability, and school choice. [More] Descriptors: Educational Improvement, School Choice, Principals, Instructional Leadership

Cantón, Alicia (2016). Educating Transformational Leaders in Mexico at Universidad De Monterrey, New Directions for Higher Education. Mexico faces numerous social, economic, and political challenges. Higher education institutions provide opportunity for change by educating socially responsible leaders to become civically engaged citizens. [More] Descriptors: Foreign Countries, Higher Education, College Role, Social Change

Sosa-Provencio, Mia Angélica (2018). Creolizing the White Spaces of Teacher Education: Possibilities and Tensions of a Pedagogy of Mestizaje in the Crossroads, Review of Education, Pedagogy & Cultural Studies. Mia Angélica Sosa-Provencio is assistant professor of Secondary Education in the Department of Teacher Education, Educational Leadership, and Policy at the University of New Mexico. Her research focuses on framing education as a means for social justice with particular focus on teacher education that engages youth in their multiple identities and lived realities, especially young men and women who find themselves on the margins of public schooling. Born in Las Cruces, Sosa-Provencio is a proud native New Mexican with multigenerational roots dating back centuries in both Northern and Southern New Mexico and Juðrez, Mexico. In this article she uses Jane Anna Gordon's "Creolization of Political Theory" as a theoretical framework through which to more deeply understand the pedagogy pulsing through a curriculum lab in her teacher education program in New Mexico which has a diverse and critical faculty whose work lies in decolonization and antiracism. [More] Descriptors: Teacher Education Programs, Social Justice, Youth Opportunities, Feminism

Favela, Alejandra (2018). Vidas al Revés/Upside-Down Lives: Educational Challenges Faced by Transnational Children of Return Mexican Families, Journal of Latinos and Education. Drastic immigration policies and economic conditions have resulted in unparalleled return rates to Mexico. Deported parents are faced with the difficult choice of leaving US-born children behind or taking them to their country of origin, where many face significant educational, cultural, and linguistic barriers. This study focuses on six families and the challenges they have faced living with undocumented status in the US, re-adjusting to life in Mexico, and the educational challenges faced by their children in both countries. [More] Descriptors: Migrants, Mexicans, Undocumented Immigrants, Immigration

Oliveira, Gabrielle (2017). Between Mexico and New York City: Mexican Maternal Migration's Influences on Separated Siblings' Social and Educational Lives, Anthropology & Education Quarterly. There are negative consequences for children and youth when a primary caregiver leaves to migrate. However there are unforeseen experiences related to schooling. I compare how Mexican maternal migration has influenced the education experiences of the children left behind in Mexico and their siblings living in the United States. These microcontexts of where and how siblings live in Mexico and in New York City present us with a somewhat surprising picture of the different education experiences. [More] Descriptors: Migration, Parent Child Relationship, Educational Experience, Comparative Analysis

Gallegos, Rosemary (2017). Early Contact, Language Access, and Honoring Every Culture: A Framework for Student Success, Odyssey: New Directions in Deaf Education. Rosemary Gallegos is superintendent of the New Mexico School for the Deaf (NMSD). Her 30+ years of service to NMSD include teaching, instructional supervision, special education compliance, and cultivating NMSD's statewide Birth-3 and outreach programs. Gallegos's goal is to ensure all deaf and hard of hearing children in New Mexico have access to specialized resources, quality education, and the opportunity to engage in a community of deaf and hard of hearing peers and outreach programs. Gallegos's goal is to ensure all deaf and hard of hearing children in New Mexico have access to specialized resources, quality education, and the opportunity to engage in a community of deaf and hard of hearing peers and adults. This article shares the stories of two families in New Mexico, and describes the success their children experienced when offered a family-centered culturally sensitive approach to education is embraced. [More] Descriptors: Accessibility (for Disabled), Community Based Instruction (Disabilities), Deafness, Partial Hearing

Campbell, James Adam, III (2017). Attitudes towards Refugee Education and Its Link to Xenophobia in the United States, Intercultural Education. This paper attempts to deconstruct the resistance among a majority of Americans to admit Syrian refugees. Using a survey of secondary and post-secondary students and faculty in New Mexico, I attempt to draw conclusions regarding this resistance. [More] Descriptors: Refugees, Student Surveys, Teacher Surveys, Social Bias

Beckrich, Amanda (2017). The Green Room: How Border Walls Affect Wildlife, Science Teacher. The proposed wall along the U.S.-Mexico border would significantly affect wildlife. Most animals cannot get past walls that are hundreds of miles long and many meters tall. Some species along parts of the border where a wall already exists, such as jaguars and ocelots, suffer from dwindling populations and difficulty finding mates. This column focuses on making teaching more environmentally friendly. This month's issue discusses how the proposed wall along the U.S.–Mexico border would significantly affect wildlife. [More] Descriptors: Science Instruction, Wildlife, Ecology, Natural Resources

del Carmen Domínguez Espinosa, Alejandra; van de Vijver, Fons J. R. (2014). An Indigenous Social Desirability Scale, Measurement and Evaluation in Counseling and Development. We describe an Indigenous Social Desirability Scale for Mexico developed using a mixed-methods approach. Scores on the scale with two dimensions show adequate reliability and validity. [More] Descriptors: Indigenous Populations, Mixed Methods Research, Test Validity, Test Reliability

Race to the Top – Early Learning Challenge (2016). Race to the Top – Early Learning Challenge: 2015 Annual Performance Report. New Mexico. This Race to the Top – Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes New Mexico's accomplishments, lessons learned, challenges, and strategies New Mexico will implement to address those challenges. New Mexico is pleased to report that at the end of Year Three of the RTT-ELC grant, the State continues to make significant progress in grant implementation across all six of its RTT-ELC Projects: Grants Management; FOCUS-Tiered Quality Rating and Improvement System (TQRIS); Early Childhood Investment Zones; Workforce Development; Early Childhood Data Systems; Kindergarten Entry Assessment. New Mexico's ongoing, comprehensive commitment to building an early learning system of the highest quality for its most at-risk young children and their families is the result of collaboration among State agencies, community partners, and stakeholders and is reflected in this report of 2015 accomplishments. [For "Race to the Top – Early Learning Challenge Year 2015 Progress Update," see ED583454.] [More] Descriptors: Educational Legislation, Federal Aid, Federal Legislation, Federal Programs

Borjian, Ali (2015). Learning English in Mexico: Perspectives from Mexican Teachers of English, CATESOL Journal. ESL and Language Arts teachers have noted a growing population of transnational students who–because of family migration patterns–have complex educational histories that straddle both Mexico and the US. Yet US teachers know little about the English-language training that such students receive in Mexico. This study attempts to bridge that gap, reporting on a survey-based study conducted in Mexico of 76 Mexican teachers of English. Included are recommendations about English instruction in both Mexican and US contexts, as well as recommendations for greater collaboration between US and Mexican English teachers. [More] Descriptors: Foreign Countries, Teacher Attitudes, English Teachers, Language Arts

New Mexico Public Education Department (2016). FOCUS: Essential Elements of Quality for State-Funded Preschool Programs. The "FOCUS: Essential Elements of Quality, New Mexico's Tiered Quality Rating and Improvement System (TQRIS)," provides early childhood program personnel with the criteria, tools, and resources they need to improve the quality of their program. These quality improvements focus on children's growth, development, and learning–so that each child has an equitable opportunity to be successful when they enter school. This document contains the "FOCUS: Essential Elements of Quality" that provide a framework for state-funded preschool programs as they strive to make quality improvements. Together, the "New Mexico Early Learning Guidelines: Birth through Kindergarten" and the "FOCUS: Essential Elements of Quality" provide: (1) Common Early Learning Standards, standardized criteria for a common, authentic, observation documentation curriculum-planning process; and (2) Common Early Learning Program Standards, a standardized process for continuous quality improvement and standardized criteria for a common quality rating and improvement system. The "FOCUS: Essential Elements of Quality" is also closely aligned with the New Mexico Professional Development System–a standardized, early childhood workforce knowledge and competency framework, with a corresponding progression of credentials, the Common Early Childhood Professional Development Standards. An appendix provides: Early Childhood Outcomes (ECO) Crosswalk–NM Early Learning Guideline (ELG): Birth through Kindergarten. [FOCUS on Young Children's Learning is a partnership between the New Mexico Public Education Department, the New Mexico Children, Youth and Families Department, and the University of New Mexico.] [More] Descriptors: Preschool Education, Educational Quality, State Aid, Educational Improvement

Koukel, Sonja (2015). Southwest Border Food Safety and Defense Center: Creative Ideas for Promoting Food Safety and Food Protection, Journal of Extension. Foodborne illness has a significant impact on public health and consumer confidence in the U.S. The Southwest Border Food Safety and Defense Center was established to provide educational programs, trainings, and workshops to address the health and well-being of consumers as it relates to food safety and food protection. A partnership between New Mexico Cooperative Extension, the New Mexico Department of Agriculture, and the New Mexico Department of Homeland Security, the Center is the only facility of its kind in the U.S. This article describes its role and highlights the methods used to reach residents in a largely rural state. [More] Descriptors: Food Standards, Safety, Health Promotion, Extension Education

Kleyn, Tatyana (2017). Centering Transborder Students: Perspectives on Identity, Languaging and Schooling between the U.S. and Mexico, Multicultural Perspectives. Undocumented families' rates of repatriation to Mexico from the United States have risen throughout the Obama administration, and this trend will likely increase under Donald Trump. This study describes the experiences of Mexican-born youth who grew up in the United States and are back in Mexico. While these children are participants in their families' migration, their input is rarely sought in decisions to leave or return to a country. This article shares transborder students' voices on their struggles to find their identities as Mexican, American, or some combination of the two. They reflect on their schooling experiences across countries, and how these challenges are compounded when they are new to learning in Spanish or indigenous languages in Mexico. [More] Descriptors: Self Concept, Geographic Regions, Undocumented Immigrants, Spanish

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