Bibliography: Mexico (page 005 of 481)

This annotated bibliography is reformatted and customized for the Positive Universe: Mexico website.  Some of the authors featured on this page include Catherine Cadenhead, Amaia Ibarraran-Bigalondo, Juan Jose Chavez Zepeda, Heather R. Fuller-Iglesias, Paul Robertson, Alastair Blyth, Inc. ACT, Adrian Quijada, Ignacio Lozano-Verduzco, and Edison Cassadore.

Borjian, Ali; Muñoz de Cote, Luz María; van Dijk, Sylvia; Houde, Patricia (2016). Transnational Children in Mexico: Context of Migration and Adaptation, Diaspora, Indigenous, and Minority Education. Transnational migration increasingly impacts economically disadvantaged and culturally marginalized students. Over the last decade, an unprecedented number of Mexican nationals living in the United States have returned to Mexico. Their children may face cultural and linguistic barriers in their ancestral country. This group of students is particularly important to American educators since they may eventually return to the United States. This article reports on the results of a qualitative study of experiences of 12 U.S.-born children of Mexican nationals who are currently living in Mexico. Through a series of semistructured interviews and activities, we learned about the children's varied experiences. Included are recommendations for greater collaboration between U.S. and Mexican educators. [More] Descriptors: Foreign Countries, Children, Migration, Immigrants

Olmedo-Buenrostro, Bertha Alicia; Delgado-Enciso, Iván; Sánchez-Ramírez, Carmen Alicia; Cruz, Sergio Adrián Montero; Vásquez, Clemente; Mora-Brambila, Ana Bertha; Rodríguez-Sánchez, Iram P.; Martínez-Fierro, Margarita L. (2016). Current Backpack Weight Status for Primary Schoolchildren in Colima, Mexico, Journal of School Nursing. The purpose of the study was to identify the current status of backpack weight in primary schoolchildren in Colima, Mexico, in relation to gender, school grade level, and body mass index. A cross-sectional study was conducted on 240 randomly selected children from 20 primary schools. The participating children's parents signed statements of informed consent. Descriptive statistics, the ?[superscript 2] test, Student's t-test, and Kruskal-Wallis test were used. The mean age was 8.55 ¬± 2 years (range: 5-12 years). Seventy-eight percent of the schoolchildren presented with a backpack overload that was greater than 10% of their body weight. No significant differences were found in relation to gender. Four out of every five schoolchildren presented with backpack overload, exposing them to a potential health problem. Education and public policy prevention strategies for this situation should be implemented in Mexico and other regions of the world with the same problem. [More] Descriptors: Foreign Countries, Elementary School Students, Body Weight, Gender Differences

Blyth, Alastair; Almeida, Rodolfo; Forrester, David; Gorey, Ann; Chavez Zepeda, Juan Jose (2012). Upgrading School Buildings in Mexico with Social Participation. "The Better Schools Programme". Centre for Effective Learning Environments, OECD Publishing (NJ3). This review of Mexico's Better Schools Programme was conducted in 2012 by the OECD Centre for Effective Learning Environments (CELE). In 2008, the federal government created the Programme to repair and improve the physical infrastructure of schools for basic education throughout Mexico. A key characteristic of the programme is social participation and the engagement of the each school community. The review team's recommendations offer lessons to all governments investing in educational infrastructure to improve the quality of education. [More] Descriptors: Foreign Countries, School Buildings, Federal Government, Educational Improvement

Wells, Lisa; Varjas, Kris; Cadenhead, Catherine; Morillas, Catalina; Morris, Ashley (2012). Exploring Perceptions of the Mental Health of Youth in Mexico: A Qualitative Study, School Psychology International. Limited information is available regarding the mental health of children and adolescents in Mexico (Paula, Duarte, & Bordin, 2007). The purpose of this exploratory qualitative study was to examine the construct of mental health of children and adolescents from the emic perspective of key informants in Mexico. Utilizing qualitative methods of inquiry and analysis, this study yielded a coding hierarchy representing key informants, descriptions of the valued mental health outcomes, socialization influences, stressors, and the resources available for supporting the mental health of children and adolescents in Mexico. The results of these efforts may inform the future development and evaluation of culture-specific definitions and interventions regarding the construct of mental health. Unique contributions to the literature included: (a) the focus on the mental health of youth in Mexico; (b) examining how educational outcomes for youth in Mexico was influenced by their mental health; and (c) the use of qualitative methods of inquiry compared to previous research use of quantitative measures to examine mental health in Mexico (e.g. surveys, self-report questionnaires). Limitations and suggestions for future research are discussed. [More] Descriptors: Outcomes of Education, Mental Health, Adolescents, Foreign Countries

Lozano-Verduzco, Ignacio; Rosales Mendoza, Adriana Leona (2016). In/Formal Sex Education: Learning Gay Identity in Cultural and Educational Contexts in Mexico, Gender and Education. This paper addresses how educational and cultural contexts incorporate lessons around sexuality, particularly sexual and gender identity, and how these contexts impact on identity construction of gay men in Mexico City. We analyse the experiences of 15 gay men reported through semi-structured in-depth interviews and how they incorporate sexuality through socialisation with primary social institutions in Mexico's contemporary educational political context. The sample was divided into three generations, and was selected through maximum variability. Results show that men incorporate negative meanings around same-sex sexuality, and themselves from institutions such as school and family. Men are able to deconstruct these meanings through interactions with educational tools such as the Internet and interactions with gay friends. These results are discussed using post-structuralist perspectives to understand how identity is fluid and changing constantly, as well as the need to incorporate stigma-free curricular content in educational contexts. [More] Descriptors: Informal Education, Sex Education, Homosexuality, Cultural Context

Sánchez-Escobedo, Pedro; Esquivel-Ancona, Fayne; Hollingworth, Liz (2016). Intellectual Assessment of Children and Youth in Mexico: Past, Present, and Future, International Journal of School & Educational Psychology. The purpose of this article is to describe the history, current practices, and future directions in intellectual assessment of children and youth in Mexico. Differences and similarities with the United States are explored through the analysis of theoretical perspectives, practices, and policies. A summarized history of intellectual assessment is presented with a critical view of instruments used. Current practices, dominated by the use of the Wechsler Intelligence Scales that originated in the United States, but adapted and standardized in Mexico, contrast with the emergence of neuropsychological tests developed by Mexican scholars making efforts to dominate the field. Organizational, prescriptive, and instrumental limitations are analyzed in order to understand the many challenges and problems with the use of results from intellectual assessment in the school system. It is argued that the assessment of intellectual functioning in Mexican schools will only acquire relevance when the Mexican educational system is ready to dictate, based upon results, pathways of servicing children in effective ways. [More] Descriptors: Foreign Countries, Children, Intelligence Tests, Neuropsychology

ACT, Inc. (2016). The Condition of College & Career Readiness 2016: New Mexico Key Findings. "The Condition of College and Career Readiness" looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for New Mexico: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on New Mexico's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see "The Condition of College & Career Readiness 2016: National" (ED573801) and "ACT Profile Report: National. Graduating Class 2016" (ED573825).] [More] Descriptors: Academic Achievement, Academic Aspiration, Access to Education, Benchmarking

Ibarraran-Bigalondo, Amaia (2016). When the Border Educates: Malín Alegria's "Sofi Mendoza's Guide to Getting Lost in Mexico" (2007), International Journal of English Studies. The border between the United States and Mexico, since it was first conceived in 1848, has marked the lives of those who live on both of its sides, as well as of those who want to cross it. It has also become the source of a vast array of theoretical and artistic work. Chicano writers have written about it, and so have theorists dealt with its meaning and conceptual implications. The aim of this essay is to observe the way Malín Alegria's "Sofi Mendoza's Guide to Getting Lost in Mexico" (2007), a novel for young adults, serves as a way for young adults to "evolve a moral conscience" (Scharf, 1980: 101), through a process of "critical witnessing" (López, 2009: 205) of what it means to be on one or the other side of "la frontera." [More] Descriptors: Authors, Mexican Americans, Mexicans, Adolescent Literature

Quijada, Adrian; Cassadore, Edison; Perry, Gaye Bumsted; Geronimo, Ronald; Lund, Kimberley; Miguel, Phillip; Montes-Helu, Mario; Newberry, Teresa; Robertson, Paul; Thornbrugh, Casey (2015). For a Sustainable Future: Indigenous Transborder Higher Education, Tribal College Journal of American Indian Higher Education. The U.S.-Mexico border region of the Sonoran Desert is home to 30 Native nations in the United States, and about 15 Indigenous communities in Mexico. Imposed on Indigenous peoples' ancestral lands, the border is an artificial line created in 1848, following the war between the U.S. and Mexico. Tohono O'odham Community College (TOCC) seeks to engage and understand the effects of this border by focusing on how the Tohono O'odham Nation has approached cultural and environmental issues within the context of their spiritual relationship with the land that predates the existence of both the U.S. and Mexico. For the Tohono O'odham to exercise sovereignty as a Native nation and to tackle cultural and environmental concerns in the Borderlands, it is necessary to develop a sustainable strategy in higher education that will provide a local-to-international scope of knowledge for future generations. TOCC is therefore seeking to establish a Borderlands studies program to address these concerns and to provide an Indigenous transborder higher education for the people of the region. A Borderlands studies program at TOCC would solidly ground students in traditional knowledge that is infused with science, the arts, and the humanities. Graduates from the program will be able to address the impacts of social, cultural, environmental, and political issues and concerns associated with the constant fluctuations of people and cultures within the Borderlands. They will gain a foundational understanding of tribal history, culture, international law, and the U.S. and Mexico's respective Indian policies. [More] Descriptors: American Indians, Indigenous Populations, Foreign Countries, Higher Education

New Mexico Public Education Department (2014). New Mexico Response to Intervention Framework Manual. This manual details the instructional framework and guidance on the Response to Intervention (RtI) process in New Mexico. The manual includes: (1) a section on each of the three instructional tiers; (2) a glossary of key terms; (3) sample forms to assist with the Student Assistance Team (SAT) process; and (4) key resources for teachers. [More] Descriptors: Response to Intervention, Individualized Instruction, Positive Behavior Supports, Screening Tests

Serna-Gutiérrez, José Irineo Omar; Mora-Pablo, Irasema (2018). Critical Incidents of Transnational Student-Teachers in Central Mexico, PROFILE: Issues in Teachers' Professional Development. This study is an exploration of the life-changing decisions and changes which the participants underwent, and which led them to pursue an education in English language teaching (or languages). The foremost objective of this study was to highlight the critical incidents from the past, present, and teaching practice of transnational students in a BA in TESOL program who are also English teachers in central Mexico. Through a narrative analysis, critical incidents in the lives of transnational student/teachers were identified. The findings of this research showed how the participants could explore their identity formation process through the critical incidents. [More] Descriptors: Student Teachers, Critical Incidents Method, English (Second Language), Second Language Learning

Gibson, Melissa Leigh (2018). Scaffolding Critical Questions: Learning to Read the World in a Middle School Civics Class in Mexico, Journal of Adolescent & Adult Literacy. This article shares the case of a student-driven?investigation?into?social issues from an eighth-grade civics class at an American school in Mexico. Through vignettes about the teaching and learning process, the author argues that a focus on students' inquiry into their social contexts rather than on specific social justice content is a key practice when teaching for critical democratic literacy, especially when teachers and students come from different social contexts. This article offers a concrete example of how foregrounding students' critical questions can help move students toward social justice-oriented citizenship. [More] Descriptors: Civics, Scaffolding (Teaching Technique), Critical Literacy, Social Justice

Fuller-Iglesias, Heather R.; Antonucci, Toni (2016). Convoys of Social Support in Mexico: Examining Socio-Demographic Variation, International Journal of Behavioral Development. The Convoy Model suggests that at different stages of the lifespan the makeup of the social support network varies in step with developmental and contextual needs. Cultural norms may shape the makeup of social convoys as well as denote socio-demographic differences in social support. This study examines the social convoys of adults in Mexico. Specifically, it examines whether social network structure varies by age, gender, and education level, thus addressing the paucity of research on interpersonal relations in Mexico. A sample of 1,202 adults (18-99 years of age) was drawn from the Study of Social Relations and Well-being in Mexico. Hierarchical regression analyses indicated older adults had larger, more geographically proximate networks with a greater proportion of kin but less frequent contact. Women had larger, less geographically proximate networks with less frequent contact. Less educated individuals had smaller, more geographically proximate networks with more frequent contact and a greater proportion of kin. Age moderated gender and education effects indicated that younger women have more diverse networks and less educated older adults have weaker social ties. This study highlights socio-demographic variation in social convoys within the Mexican context, and suggests implications for fostering intergenerational relationships, policy, and interventions. Future research on Mexican convoys should further explore sources of support, and specifically address implications for well-being. [More] Descriptors: Foreign Countries, Social Support Groups, Adults, Social Networks

Serna, Alejandra García; Vega, José Luis Arcos; García, Juan José Sevilla; Ruiz, María Amparo Oliveros (2018). Generic Competencies in the Education of Engineers: The Case of Engineering Program in a Public University in Mexico, Higher Education Studies. We present an analysis regarding generic skills on engineering program offered in a public state university in Mexico (UABC). The university implemented a new educational model changing rigid programs to flexible programs based on competencies. The goal is to determine generic skills related to the four pillars of learning: learning to do, learning to know, learning to be, and learning to live together. This work is non experimental, cross-sectional, and descriptive. The study reflect upon the generic competences that students consider are being promoted during their first years in the university and provides a reference for the methodology to identify development of generic skills in engineering students. [More] Descriptors: Foreign Countries, Engineering Education, Basic Skills, Educational Change

Dieck-Assad, Flory Anette (2016). Private vs. Public Investment in the Mexican Utility Company: A Case Study, Journal of International Education Research. How should the strategies and regulations of the Mexican laws be designed in order to trigger a country to go from a non-sustainable energy economy towards a sustainable energy economy? This paper proposes a classroom debate of the reformed Law of Public Electricity Service in Mexico (LSPEE, 1992: Ley del Servicio Publico de Energia Electrica), which, in 1992, opened new opportunities for private investment in the Mexican utility industry. The legal reforms allow the private sector to invest, operate, and be owners of part of the public utility system in Mexico, mainly, for power generation. Evaluating the dilemmas of the past, students are encouraged to debate present and future reforms considering political, economic and financial frameworks with a sustainable development approach and to evaluate the role of foreign and private investment in public utilities around the world. [More] Descriptors: Foreign Countries, Case Studies, Investment, Private Financial Support

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