Bibliography: Mexico (page 004 of 481)

This annotated bibliography is compiled and customized for the Positive Universe: Mexico website.  Some of the authors featured on this page include Maria Jose Pineda Garin, Monique Jacobsen, Eloisa Lara Portal, Juan Carlos Villa-Soto, J. Scott Hinkle, Excelencia in Education (NJ1), Viviana Demichelis Machorro, Antonio Tena Suck, New Mexico Higher Education Department, and Hanna Skandera.

Foladori, Guillermo; Arteaga Figueroa, Edgar; Záyago Lau, Edgar; Appelbaum, Richard; Robles-Belmont, Eduardo; Villa, Liliana; Parker, Rachel; Leos, Vanessa (2015). Nanotechnology in Mexico: Key Findings Based on OECD Criteria, Minerva: A Review of Science, Learning and Policy. This analysis of Mexico's nanotechnology policies utilizes indicators developed by the Organization for Economic Co-operation and Development, which in 2008 conducted a pilot survey comparing the nanotechnology policies of 24 countries. In this paper, we apply the same questionnaire to the Mexican case, adding business information derived from the National Institute of Statistics and Geography survey on nanotechnologies, also an OECD instrument. [More] Descriptors: Molecular Structure, Technology, Interdisciplinary Approach, Foreign Countries

García-López, Ramona-Imelda; Salazar, Omar Cuevas; Ramírez-Montoya, María-Soledad; Tenorio-Sepúlveda, Gloria-Concepción (2017). Competencies for Production, Search, Diffusion and Mobilization of Open Educational Resources, International Education Studies. The purpose of this study is to evaluate the achievement of competencies for production, search, diffusion and open educational resources through a Massive Open Online Course (MOOC). The development of this project required the participation of 10 institutions of higher education in Mexico*, as well as financial support from the National System of Distance Education (SINED). This is a quantitative research and the participants were 134 teachers in Mexico and other Latin American countries. Rubrics were used to evaluate the competencies mentioned (which conformed the four modules object of study); each was broken down into indicators and self-assessment was used with the student (basic), beginner (intermediate) and expert (advanced) criteria. It was found that in the three levels of competency, the total percentage is very similar in the four modules: Basic level is between 0.5% and 3.9%, intermediate, around 30.0% and 31.5% and advanced around 65.4% and 69.5%. [More] Descriptors: Educational Resources, Open Source Technology, Minimum Competencies, Online Courses

Treviño, Ernesto; Béjares, Consuelo; Villalobos, Cristóbal; Naranjo, Eloísa (2017). Influence of Teachers and Schools on Students' Civic Outcomes in Latin America, Journal of Educational Research. The authors investigated to what extent teachers' practices and school characteristics can influence students' civic knowledge, civic attitudes, and future participation in Chile, Colombia, and Mexico and how this can be related to their specific curricular structures and educational content. It uses data from the International Civic and Citizenship Education Study. The results show that in Chile, Colombia, and Mexico, teacher practices and attitudes relate to the civic outcomes. Although teachers' practices and attitudes significantly predict students' civic knowledge, this relationship does not seem relevant for students' expected participation and students' attitudes toward diversity. Still, the democratic environment of the school is a relevant variable in the case of expected participation of students and their attitudes toward diversity, which shows a possible indirect influence of teachers through the school environment. The results are discussed in relation to the civic education curriculum in place in the countries analyzed. [More] Descriptors: Teaching Methods, Citizenship Education, Teacher Attitudes, Civics

Jacobsen, Monique; Skandera, Hanna (2017). New Mexico PreK Program Annual Report for School Year 2015-2016, New Mexico Public Education Department. The purpose of the PreK Annual Report is to comply with statute and inform stakeholders regarding the Children, Youth and Families Department's (CYFD) and the Public Education Department's (PED) efforts and how these are connected to the State's current PreK initiatives. This funding was continued for the 2015-16 school year. In addition, CYFD received an appropriation to serve three-year-old children in Early PreK. New Mexico PreK programs highlighted in this report provide the following: (1) Alignment to the Common Core State Standards (CCSS); (2) Professional development (PD) that integrates early learning-responsive teaching and learning, inclusive school environments, and developmentally appropriate and culturally relevant curriculum; (3) Meaningful opportunities for family engagement (FE); and (4) Implementation of best practices for early childhood education in the following domains as defined in the "New Mexico Early Learning Guidelines." The following are selected PED PreK program facts and accomplishments for the school year 2015-2016: (1) PED received $24,500,000.00 to fund PreK programs in school districts and charter schools, $3,500,000.00 of which was allocated from federal TANF (Temporary Assistance to Needy Families) funds; (2) PED contracted with 55 school districts and six State charter schools to serve 5,426 children at 141 school sites, with 1104 of these children receiving extended-day services; and (3) PreK administrator meetings/trainings were provided by PED PreK staff at the University of New Mexico (UNM) Continuing Education Building in Albuquerque on September 18 and 25, 2015; and March 3 and 18, 2016, with 182 total administrators in attendance. The following are selected CYFD PreK and Early PreK program facts and accomplishments for school year 2015-2016: (1) CYFD received $22,607,100.00 ($11,600.00 in state general funds and $11,007,100.00 in TANF funds for New Mexico PreK programs; (2) CYFD also received $3,952,900.00 ($1,952,900.00 in state general funds and $2,000,000.00 in TANF (Temporary Assistance to Needy Families) funds for New Mexico Early PreK programs; and (3) CYFD contracted with 75 community-based providers at 133 different sites to serve 3,264 children to provide PreK services. CYFD also contracted with 21 community based providers at 25 different sites to serve 453 children to provide Early PreK services. Supplemental figures are appended. A glossary and a list of acronyms are also provided. [More] Descriptors: Annual Reports, Public Education, Preschool Education, Early Childhood Education

Machorro, Viviana Demichelis; Suck, Antonio Tena (2014). Professional Identity of Counselors in Mexico: A Commentary, Professional Counselor. The authors conducted an exploratory study using cultural domain analysis to better understand the meaning that advanced students and professional counselors in Mexico give to their professional identity. More similarities than differences were found in the way students and professionals define themselves. The most relevant concepts were empathy, ethics, commitment, versatility, training and support. Students gave more weight to multiculturalism and diversity, whereas professionals prioritized commitment and responsibility at work. Prevention did not appear as a relevant concept, posing challenges for professional counselor training programs in Mexico. [More] Descriptors: Foreign Countries, Professional Identity, Counselors, Counselor Characteristics

López-Gopar, Mario E.; Sughrua, William (2014). Social Class in English Language Education in Oaxaca, Mexico, Journal of Language, Identity, and Education. This article explores social class in English-language education in Oaxaca, Mexico. To this end, first, we discuss social class in Mexico as related to coloniality; second, for illustration, the paper presents the authors' own social-class analysis as language educators in Oaxaca; third, we discuss how social class impacts English education access, Mexican teachers of English, and the curriculum; and finally, we offer conclusions related to the prevalence of coloniality in Oaxaca and the consequential need to engage critically with social class and its connection to English teaching. [More] Descriptors: Foreign Countries, Mexicans, Social Class, Second Language Learning

Sacristán, Ana Isabel (2017). Digital Technologies in Mathematics Classrooms: Barriers, Lessons and Focus on Teachers, North American Chapter of the International Group for the Psychology of Mathematics Education. In this paper, drawing from data from several experiences and studies in which I have been involved in Mexico, I reflect on the constraints and inertia of classroom cultures, and the barriers to successful, meaningful and transformative technology integration in mathematics classroom. I focus on teachers as key players for this integration, calling for more teacher involvement in both professional development, and as co-constructors and collaborators in the design of technological implementations and resources. [For complete proceedings, see ED581294.] [More] Descriptors: Mathematics Instruction, Teaching Methods, Faculty Development, Barriers

Petro, Lisa; Garin, Maria Jose Pineda (2017). Constructing Global Competence through Relationship Building in Mexican High Schools, Childhood Education. As globalization speeds forward, there is immense pressure on school systems to keep up with the changing world. School leaders and teachers must continuously reevaluate their students' needs and consider the forces that will shape their futures. Learn how a dynamic, multi-campus high school in Mexico reimagined its approach to global competence education and redesigned its multicultural program, all through a focus on relationships. [More] Descriptors: Mexicans, High School Students, Global Education, Cultural Pluralism

Portal, Eloisa Lara; Suck, Antonio Tena; Hinkle, J. Scott (2010). Counseling in Mexico: History, Current Identity, and Future Trends, Journal of Counseling & Development. A brief history of the development of counseling in Mexico is presented. Counselor preparation, identity, and future trends in the profession are discussed. [More] Descriptors: Foreign Countries, Counselors, Counseling, Counselor Training

New Mexico Public Education Department (2013). New Mexico Charter Schools Annual Report. In 2011, the New Mexico legislature passed changes to the Charter School Act that provided more accountability for both charters and authorizers in New Mexico. As part of that law, the Public Education Department (PED) is asked to submit an annual report on the status of charter schools in New Mexico. This is the first report submitted under that law. Charter schools are public schools, and, like traditional public schools, they do not charge tuition for students to attend. However, they differ from traditional public schools in that they are authorized to open by presenting a charter proposal to one of the New Mexico charter school authorizers. If authorized, the school then operates under the charter which contains the school's vision and mission for their school and how the school intends to implement that vision. Charter schools are publicly funded under the same funding formula as regular public schools, less a 2% administrative fee and are subject to all of the same laws and regulations. Charter schools are schools of choice. Students and their families can decide to enter into a lottery for submission to a charter school unless the school does not have a waiting list. In that case, admission is based on a first come, first serve basis or by lottery if more students apply than there are spots available. Many charter schools have waiting lists for students who want to attend them, but who were not selected in the lottery. Many charter schools in New Mexico have a stated mission to serve target populations of students that are in need of specialized services. The PED has created a separate category for schools serving special student populations, called "SAM" schools. These are schools that serve over 10% of older adult students or over 20% of students with special needs. Twelve percent of New Mexico charter schools are SAM schools. There are presently 98 charter schools in New Mexico, serving over 15,000 students, or approximately 5% of New Mexico's public school students. These schools are authorized by either the state authorizer (the Public Education Commission or the PEC) or a local authorizer (the local school board). 57% of charter schools are authorized by the PEC, 16% are authorized by the Albuquerque Public School Board and 28% are authorized by all other local schools boards collectively. This annual report presents: (1) Comparison of Performance between Charter and Non-Charter schools in New Mexico; and (2) Assessment of Successes, Challenges, and Areas of Improvement. The following are appended: (1) Three View of Final Grades from School Grading from school year 2012-2013; and (2) Three Views of A-F School Grades from 2012-2013 Albuquerque Schools Compared. [More] Descriptors: Charter Schools, Institutional Mission, Educational Finance, Financial Support

Becerra, David; Castillo, Jason T.; Ayón, Cecilia; Blanchard, Kelly N. (2014). The Moderating Role of Parental Monitoring on the Influence of Peer Pro-Drug Norms on Alcohol and Cigarette Use among Adolescents in Mexico, Journal of Child & Adolescent Substance Abuse. This study utilized data drawn from a study of 980 adolescents living in Tijuana, Mexico, in February 2009 to examine whether parental monitoring had a moderating impact on the influence of peer pro-drug norms on lifetime and past-30-day alcohol and cigarette use among a group of adolescents living along the United States-Mexico border. The results of primary analyses indicated that parental monitoring did moderate the influence of peer pro-drug norms for past-30-day cigarette use for males but not for females. Research and practice implications for U.S. and Mexican culturally grounded prevention programs are discussed. [More] Descriptors: Foreign Countries, Substance Abuse, Drinking, Drug Use

Excelencia in Education (NJ1) (2012). Latino College Completion: New Mexico. In 2009, Excelencia in Education launched the Ensuring America's Future initiative to inform, organize, and engage leaders in a tactical plan to increase Latino college completion. An executive summary of Latino College Completion in 50 states synthesizes information on 50 state factsheets and builds on the national benchmarking guide. Each factsheet provides state level snapshots about Latinos in the educational pipeline and the equity gap between Latinos and White non-Hispanics in achievement. Additionally, examples of how evidence-based practices improve Latino college completion at institutions of higher education are provided. Highlights from New Mexico's fact sheet include: (1) New Mexico had the 9th largest Latino population in the U.S.; (2) Over half of the K-12 population in New Mexico (60%) was Latino; (3) In New Mexico, 46% of the state population was Latino. (Projections show a continued increase.); (4) The median age of Latinos in New Mexico was 29, compared to 40 for White non-Hispanics; and (5) In New Mexico, 21% of Latino adults (25 to 64 years old) had earned an associate degree or higher, compared to 33% of all adults. (Contains 5 footnotes.) [For the executive summary, see ED532055. For the National Fact Sheet, see ED532060.] [More] Descriptors: Academic Achievement, Access to Education, Achievement Gap, Benchmarking

Villa-Soto, Juan Carlos (2016). Interdisciplinary Education and Research in Mexico, Issues in Interdisciplinary Studies. In this article we discuss interdisciplinary teaching and research in Latin America through the lens of Mexican perspectives, in particular the experiences at the National Autonomous University of Mexico (UNAM). The history of these experiences goes back to the creation of the frst interdisciplinary education programs in Mexico in the 1970s and the foundation of the Center for Interdisciplinary Research in the Sciences and Humanities in 1986 at the UNAM. With this Center's contributions as the framework, we examine objectives and instruments of academic policy in our country in order to understand how methods of evaluation work. We study not only the ways of academic interdisciplinarity but also the main theoretical and epistemological focuses in university environments. From this analysis of Mexican experience, we obtain important information that can be useful in the process of integrating knowledge amongst other countries of Latin America. Descriptors: Foreign Countries, Interdisciplinary Approach, Educational Research, Educational Practices

New Mexico Higher Education Department (2010). Helping Students Succeed. Annual Report, 2010. This annual report contains postsecondary data that has been collected and analyzed using the New Mexico Higher Education Department's Data Editing and Reporting (DEAR) database, unless otherwise noted. The purpose of the DEAR system is to increase the reliability in the data and to make more efficient efforts by institutions and the New Mexico Higher Education Department staff in the reporting process. The Adult Basic Education data in this report is collected by the Literacy and Community Education System (LACES) which is the database system for Adult Basic Education programs across New Mexico. LACES is the web-based product from LiteracyPro Systems, Inc. and has been in use by New Mexico Adult Basic Education since July 1, 2006. The dual credit data in this report is a data-matching effort between the New Mexico Higher Education Department's DEAR database and the New Mexico Public Education Department's Student-Teacher Accountability Reporting System (STARS) database. STARS is a comprehensive student, staff, and course information system that provides a standard data set for each student service by New Mexico's public education system. The faculty salary data in this report is provided by the New Mexico Council of University Presidents. The Council supports New Mexico's seven public universities through information sharing, collaboration, strategic planning, policy development, and community outreach. (Contains 51 tables.) [For "Helping Students Succeed. Annual Report, 2009," see ED510239.] [More] Descriptors: Strategic Planning, Higher Education, State Departments of Education, Universities

Martínez-Rizo, Felipe; Silva-Guerrero, Juana E. (2016). Impact of Large-Scale Assessment on Mexico's Education Policies, Research Papers in Education. After an introduction that briefly describes the two studies on which this article is based, we provide background information on Mexico's education system and the sociopolitical context of the country, and we explain relevant issues of this context for education, arising from the transition from an authoritarian to a democratic political system, at the end of the twentieth century and early twenty-first century. Major large-scale assessments in Mexico are then described, as well as other policies looking to improve achievement, and how the way of disseminating the results of assessments was modified during the period under consideration. In the central part of the text, the impact of tests results' dissemination on educational policies and reforms is explored. Our work focuses on identifying the relationship between dissemination of assessments and introduction of other policies for improving educational quality, with information derived from document review and from interviews with key stakeholders. [More] Descriptors: Foreign Countries, Secondary School Students, International Assessment, Achievement Tests

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