Bibliography: Mexico (page 006 of 481)

This bibliography is independently curated for the Positive Universe: Mexico website.  Some of the authors featured on this page include Gerry Fairbrother, Wendy Cervantes, Kristin Oreskovich, Reynaldo Reyes, Kimberly Sanders, Adam Sawyer, William Shaw, Tara T. Fowler, Marcella D. Stark, and Rafael Reyes Chavez.

Stark, Marcella D.; Frels, Rebecca K.; Chavez, Rafael Reyes; Sharma, Bipin (2010). The Practice of Psychotherapy in Mexico: Past and Present, Journal of Multicultural Counseling and Development. This article explores the history of psychotherapy in Mexico and describes past and current practices of psychological services, training, and supervision for Mexican international students in the United States. Sample curricula, texts, and universities in Mexico are listed. Implications for training underscore the importance of collaboration and increased dialogue. [More] Descriptors: Psychotherapy, History, Psychological Services, Mental Health

Ponce-Campuzano, Juan Carlos (2013). Developing Prospective Mathematics Teachers in Mexico: A Lesson on the Relationship between Integration and Differentiation, International Journal of Mathematical Education in Science and Technology. Mexican authorities and universities are actively working to improve mathematics teaching and learning across the education system. Thus, efforts are underway to raise the historically low performance in mathematics, which include theoretically grounded pedagogy and curriculum development to raise mathematical knowledge in teacher education programmes. The purpose of this article is twofold. Firstly, I give an overview of the educational system in Mexico by outlining the evolution of the mathematics curriculum and teacher preparation programmes. Secondly, I describe and discuss, from my own practice, a lesson using dynamic tools for helping prospective teachers to understand the relationship between integration and differentiation within the context of the current literature from Mexico and abroad. While Mexico faces distinct issues within its educational system, challenges in how future mathematics teachers understand mathematical content appear universal. Thus, teaching mathematical content while modelling effective mathematical pedagogical practices is of relevance to all of us striving to enhance the quality of future mathematics teachers. [More] Descriptors: Foreign Countries, Preservice Teachers, Mathematics Teachers, Teacher Education Programs

del Pilar Blanco, María (2014). "Palabras de la Ciencia": Pedro Castera and Scientific Writing in Mexico's "Fin de Siècle", Science & Education. This essay explores the career of the understudied writer Pedro Castera (1846-1906), who is regarded as one of the first practitioners of science fiction in Mexico. A man of many talents, Castera is one of the most eccentric and eclectic figures in the intellectual life of fin-de-siîcle Mexico City. His career took many turns: While during specific periods he devoted himself to writing and participating within the liberal, cosmopolitan culture of Mexico City, he often disappeared from the public eye to devote himself to the development of inventions in the mining industry. The essay discusses the different meanings of "invention" within Castera's oeuvre, namely poetic and scientific innovation. Setting these two concepts within the domains of literature and scientific writing in the global and local fin de siîcle, the essay investigates how Castera's journalism and fiction (specifically his 1890 novel "Querens") are representative of the wider question of scientific development in Mexico and Latin America as a whole during the nineteenth century. Furthermore, it explores the intersections of aesthetics and science during a critical period of modern intellectual history, in which these two areas of knowledge were gradually defining themselves as two distinctive cultures. [More] Descriptors: Foreign Countries, Authors, Science Fiction, Intellectual Property

Reyes, Reynaldo, III (2016). Caught in Uncertain Futures, Now: A Reflexive Moment, Anthropology & Education Quarterly. This reflexive vignette reveals the emotional risks of ethnographic work by a Chicano researcher, educator, and advocate doing work in the Texas-Mexico Borderlands, caught at the intersection of vulnerable Latina/o youth and their possible futures. Data in this creative piece are derived from field notes of one classroom observation from an ethnographic case study on the communal construction and practice of a college-going culture experienced by marginalized, middle school, Mexican-American and Central American emergent bilinguals. [More] Descriptors: Ethnography, Case Studies, Academic Aspiration, Hispanic American Students

Carpenter, Bradley W.; Young, Michelle D.; Bowers, Amanda; Sanders, Kimberly (2016). Family Involvement at the Secondary Level: Learning from Texas Borderland Schools, NASSP Bulletin. The purpose of this study is to provide an understanding of how successful secondary schools located along the Texas-Mexico border, particularly those enrolling predominantly Latino students, have supported high achievement among their student population and promoted parental involvement. The roles and perspectives of parents and school community members in the family-school relationship are examined through a secondary data analysis, as we explore how different views affect both the definitions of, as well as reasons for, involvement. [More] Descriptors: Foreign Countries, Hispanic American Students, High Achievement, Parent Participation

Rodríguez, Cristóbal; Amador, Adam; Tarango, B. Abigail (2016). Mapping Educational Equity and Reform Policy in the Borderlands: LatCrit Spatial Analysis of Grade Retention, Equity & Excellence in Education. The purpose of our study is to investigate reform policy, specifically a proposed third grade reading retention policy within the Borderlands. Under this policy, students not performing proficiently on the third grade reading standardized exam will be automatically retained in the third grade. The research methods and approach used in this study include an equity analysis formed by combining two steps across a Borderland county in New Mexico. The first step is a regression analysis to answer if access to early childhood education and access to highly qualified teachers inform differences in third grade reading scores, and the second step uses a LatCrit informed Spatial Analysis to create an equity index, to see how equity varies across the spaces of elementary schools. This allows us to essentially map Third Grade Reading Retention Reform Policy in the Borderlands. The setting of the study is in the U.S. Southwest Borderlands, specifically Doña Ana County, which borders Texas and Mexico, in southern New Mexico. Up to a quarter of the population is under the age of 18, two thirds (66.6%) of the population is Latino, and half of the population speaks a language other than English at home. Implications from this study include, for policy makers, policy considerations that come from a non-deficit thinking perspective and focus on systemic considerations to improving educational equity. Given that the setting demographically mirrors much of the state of New Mexico, as well as demographic shifts across communities throughout the U.S., this study provides further considerations for key systemic changes to improving academic measures like reading scores. [More] Descriptors: Equal Education, Educational Change, Educational Policy, Geographic Regions

Koenig, Kevin T.; Ramos, Mary M.; Fowler, Tara T.; Oreskovich, Kristin; McGrath, Jane; Fairbrother, Gerry (2016). A Statewide Profile of Frequent Users of School-Based Health Centers: Implications for Adolescent Health Care, Journal of School Health. Background: The purpose of this study is to describe patterns of care and service use among adolescent school-based health center (SBHC) users in New Mexico and contrast patterns and services between frequent and infrequent users. Methods: Medical claims/encounter data were analyzed from 59 SBHCs located in secondary schools in New Mexico during the 2011-2012 school year. We used Pearson's chi-square test to examine the differences between frequent (=4 visits/year) and infrequent users in their patterns of SBHC care, and we conducted logistic regression to examine whether frequent use of the SBHC predicted receipt of behavioral, reproductive, and sexual health; checkup; or acute care services. Results: Most of the 26,379 adolescent SBHC visits in New Mexico were for behavioral health (42.4%) and reproductive and sexual health (22.9%). Frequent users have greater odds of receiving a behavioral, reproductive, and sexual health; and acute care visit than infrequent users (p < 0.001). American Indians, in particular, have higher odds of receiving behavioral health and checkup visits, compared with other races/ethnicities (p < 0.001). Conclusions: SBHCs deliver core health care services to adolescents, including behavioral, reproductive, and checkup services, to high need populations. American-Indian youth, more than their peers, use SBHCs for behavioral health and checkups. [More] Descriptors: School Health Services, Secondary School Students, Student Characteristics, Regression (Statistics)

Sawyer, Adam (2014). Professional Development across Borders: The Promise of U.S.-Mexico Binational Teacher Education Programs, Teacher Education Quarterly. As the school year gave way to summer vacation, a group of 11 Nebraska educators embarked on a 16-day professional development journey to the western Mexico city of Guadalajara. During a two week stay in Mexico, these educators–who were made up of in-service and pre-service teachers and school support personnel–engaged in a structured program of guided school visits, meetings with Mexican educators, Spanish classes, lectures on Mexican culture and immigration, and Mexican family home stays. Echoing a pattern found in locales throughout the American Midwest and South–the so-called "New Latino Diaspora"–recent mass immigration has caused Nebraska's Latino population to more than quadruple between 1990 and 2010 (Hamann & Harklau, 2009; U.S. Census Bureau, 2010). As a result, educators in the state–who are almost uniformly non-Latino–have little to no experience or cultural and linguistic reference points to guide instructional efforts in meeting the educational needs of this new population that now comprises 14.3% of the state's total school enrollment (Nebraska Department of Education, 2011). Indeed, each participant in this program was currently practicing or expecting to work within this burgeoning Mexican immigrant population. The program–known as "Mexican Schools and Communities"–was coordinated as a partnership between a public university in Nebraska and a private religious university in Guadalajara, Mexico, and is an example of a little-known, but growing phenomenon of U.S.-Mexico binational teacher study abroad programs with similar objectives (Alfaro & Quezada, 2010; Hamann, 2003; Sawyer, 2006; Terrazas & Fix, 2009). This article tells the story of these program participants, their time in Mexico, and what they feel they gained from this immersion experience in relation to their work as educators in Nebraska. [More] Descriptors: Faculty Development, Spanish, Cultural Education, Immigration

Davila, Mario A.; Lovett, Steve; Hartley, Deborah J. (2018). At Risk on the Border: Assessment of Student Learning at an Hispanic Serving Institution, Journal of Latinos and Education. Hispanics face multiple barriers to academic achievement. This study measured learning in an undergraduate criminal justice program at an Hispanic Serving Institution bordering Mexico. We estimated the average gains students achieved across core content areas using a technique that can be used by other faculty as part of program assessment. The majority of participants were Hispanic first-generation college students. An independent samples t-test was used to examine differences between freshman- and senior-level students, and the Lovett/Johnson model (2012) model was used to measure student gains using regression analysis. Results indicated that seniors showed meaningful gains at every level. [More] Descriptors: Undergraduate Students, Academic Achievement, Hispanic American Students, At Risk Students

Cervantes, Wendy; Ullrich, Rebecca; Matthews, Hannah (2018). Our Children's Fear: Immigration Policy's Effects on Young Children, Center for Law and Social Policy, Inc. (CLASP). This report documents how the current immigration context is affecting the nation's youngest children, under age eight, based on interviews and focus groups in 2017 with more than 150 early childhood educators and parents in six states–California, Georgia, Illinois, New Mexico, North Carolina, and Pennsylvania. This study was motivated by widespread reports that children and families are being harmed by the Trump Administration's immigration policy priorities. This report documents impacts on young children of immigrants, whether their parents have some form of lawful immigration status or are undocumented. [For the companion report, see "Immigration Policy's Harmful Impacts on Early Care and Education" (ED582817).] [More] Descriptors: Immigration, Public Policy, Young Children, Focus Groups

Vilalta, Carlos J.; Fondevila, Gustavo (2018). School Vandalism in Mexico, Journal of School Violence. Mexico, like other countries in Latin America, is currently facing significant problems with regard to juvenile antisocial behavior and crime. The current study explores some of the factors associated with school vandalism in public high schools. Multilevel modeling with survey data from 22,345 students from 249 schools, acquired over two years, was used to determine how much variation in the rates of school vandalism exists between and within schools, and to detect individual and contextual characteristics that explain significant proportions of the variance. Results demonstrated significant differences across schools in the rates of student vandalism, most of which were associated with gang involvement, drug use, bullying, no attachment to school rules, and unequal treatment of students by teachers. These results are discussed in relation to the literature on school vandalism, and implications for the prevention of school vandalism are discussed. [More] Descriptors: Foreign Countries, High School Students, Vandalism, Antisocial Behavior

Marcos-Iga, Jose; Shaw, William (2011). Current State of Environmental Education in Mexico: A Study on Practices, Audiences, Settings, and Topics, Applied Environmental Education and Communication. Environmental education in Mexico takes many forms and plays a wide variety of roles. Through an online survey, we addressed the need to present a wider picture on the current state of environmental education practices in Mexico: Who is engaging in environmental education practices, how important is it for their organization, who are they targeting, which methods and settings are they choosing and what environmental issues are they addressing? Representatives from 118 conservation and environmental education agencies and organizations responded to the survey. Results show that conservation Non-Governmental Organizations (NGOs) are taking the lead in the field of environmental education in Mexico. Conservation education represents a big piece of the overall environmental education field in Mexico. Education appears to be an important tool used widely by environmental and conservation organizations. At the same time, there seems to be a serious lack of funding. [More] Descriptors: Conservation Education, Conservation (Environment), Nongovernmental Organizations, Foreign Countries

McShane, Michael Q. (2018). The New Mexico Reform Story: Will Hanna Skandera's Legacy Last?, Education Next. As public education secretary of New Mexico, Hanna Skandera dug in fast, set an ambitious agenda, and broke a lot of china. Her ability to inspire and subsequently ignore controversy is clear: from the outset, she was deemed so contentious that the state senate refused to confirm her for four years, during which she performed her duties as "secretary-designate." When those same legislators failed to vote on a new teacher-evaluation system, she implemented it via regulation. In June 2017, Skandera stepped down after seven years on the job, prompting a series of questions about her legacy. Was the Sturm und Drang of the Skandera years worthwhile? Did her later efforts to collaborate with teachers set the stage for sustained progress? And as the next generation takes on leadership roles, what can we learn from Skandera's challenges and successes? To explore this question, the author's objective is to get a more thorough understanding of the New Mexico story–the context surrounding the reforms, the reforms themselves, and what we know so far about their results. [More] Descriptors: Educational Change, Public Officials, Educational Policy, State Legislation

Zhyzhko, Olena (2015). Postgraduate Professional Pedagogical Education in Mexico, Comparative Professional Pedagogy. This article is the result of scientific comparative-pedagogical research, which purpose was to highlight the main features of postgraduate professional pedagogical education in Mexico. The author found that the postgraduate professional pedagogical education in Mexico is performed by public and private higher education institutions: higher pedagogical schools, universities, autonomous universities, technological universities, technological institutes, research institutions, institutions of postgraduate education. Despite common goals, public and private institutions performed the postgraduate professional pedagogical education on various organizational and procedural schemes. The main characteristics of postgraduate professional pedagogical education in Mexico are a relatively recent launch of the first programs (70s of the twentieth century); the rapid development of postgraduate professional pedagogical education in the 80s-90s years of the XX century; the relative uniformity of its distribution between the state (61.1%) and private (39.9%) universities; careful surveillance of public higher pedagogical education quality through periodic programs's evaluation; various thematic orientation of the programs; low rates of the ultimate effectiveness (the number of graduates, who received a diploma). [More] Descriptors: Professional Education, Graduate Study, Comparative Education, Foreign Countries

Morales-Avalos, José Ramón; Heredia-Escorza, Yolanda (2018). Igniting the Innovation's Competencies at Engineering Schools: IoT to the Cloud Labs Network in Mexico, World Journal of Education. Learning and innovation's skills are increasingly recognized as key factors separating students who are prepared for more complex environments of life and work in the twenty-first century, and those who are not. The relationship between the industry and the academia is undoubtedly in Mexico and several countries nowadays a very important social and institutional phenomenon. Academy and Industry have always been cooperating in a win-win manner. Over time, this relationship has evolved in many mechanisms where learning skills developed strongly, but at present, innovation skills are taking more relevance. Efforts like an "IoT to the Cloud Innovation Labs Network" implemented by the Intel¬Æ Guadalajara Design Center in Mexico are contributing to foster the innovation's competencies and skills from students and have been having a profound impact at the local ecosystem at each one of the states where these labs are established. As part of the results, this labs network has been bringing more than 200 innovative projects, in different areas like smart agriculture, Internet of Things, automation, wearables, smart hearth, and robots, among others. Additionally, more than 3200 people (students, teachers, individuals from the industry and government) have been receiving some training coming from this labs network. All the courses and workshops have been deployed in a train the trainers' model, bringing a strong, scalable possibility and impact, to the local ecosystems and each one of the states. [More] Descriptors: Foreign Countries, Educational Innovation, Engineering Education, Laboratories

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