Bibliography: Mexico (page 007 of 481)

This bibliography is selected and organized by the Positive Universe: Mexico website.  Some of the authors featured on this page include Gerardo Blanco-Ramirez, Lisa C. Hammersley, R. Levine, Robert Gorrell, Claudia Peralta, K. Cornwell, Gillian J. Furniss, J. E. Kusnick, Loreta Martinez-Cargo, and Mark Carter.

Gorrell, Robert; Salamone, Frank (2011). New Mexico's Model for Funding School Facilities' Greatest Needs, School Business Affairs. The New Mexico Public Schools Facilities Authority (NM-PSFA) is a relatively small state agency (50 staff members) that manages the allocation of funding for public school facilities in the state while assisting school districts and state-chartered charter schools in facility planning, construction, and maintenance. Like the majority of other states, New Mexico faces the quandary of allocating limited state resources to school facilities' needs equitably, cost-effectively, and at maximum efficiency. New Mexico has developed an effective solution to that problem, overcoming key challenges that are likely common to public school facility programs across the country. The condition of all school facilities in New Mexico are ranked and compared against one another using NM-PSFA's weighted New Mexico Condition Index (wNMCI), which considers facility condition, educational adequacy, and other key facility-related priorities, such as life, health, and safety. New Mexico's assessment and ranking model, widely regarded as a national best practice, is its primary tool for allocating state capital to school facilities' needs. [More] Descriptors: State Agencies, Educational Facilities, Educational Facilities Planning, Models

Peralta, Claudia (2013). Fractured Memories, Mended Lives: The Schooling Experiences of Latinas/os in Rural Areas, Bilingual Research Journal. This study explored how Mexican immigrant and first-generation Mexican youth resist, conform to, and persist in schooling. Using Latino Critical Race Theory (LatCrit) as a framework, evidence of the "sticky mess" of racial inequalities (Espinoza & Harris, 1997) was shown to impact the lives of all participants. However, the strength of community cultural wealth (Yosso, 2005, 2006) mitigated the youths' negative school experiences. Analysis of the dialogic semistructured focal group interviews that comprise the data set focused on the students' family, life in Mexico, and schooling experiences both in Mexico and the U.S. [More] Descriptors: Educational Experience, Mexican Americans, Immigrants, Critical Theory

López-Bonilla, Guadalupe (2015). Curricular Reforms in Mexico: Challenges for Developing Disciplinary Literacy in Upper Secondary Education, Journal of Adolescent & Adult Literacy. In this article I present recent educational reforms implemented in Mexico and their implications for literacy instruction; in particular, I analyze changes to upper secondary education that seemingly want to promote the development of "disciplinary competences" among students enrolled in different educational tracks. The debates among the different stakeholders, the risks of poorly conceived policies, and the mediation role of participants involved in the enactment of such policies are finally discussed. [More] Descriptors: Foreign Countries, Literacy Education, Reading Instruction, Educational Change

Blanco-Ramirez, Gerardo (2015). US Accreditation in Mexico: Quality in Higher Education as Symbol, Performance and Translation, Discourse: Studies in the Cultural Politics of Education. Quality practices in higher education involve more than mere compliance with standards and technical mandates; given the complexity of the decisions involved in quality in higher education, this concept, quality, can be analyzed as symbol and performance. This paper utilizes translation as heuristic to analyze the implementation of US institutional accreditation in Mexico. Such analysis unearths the power relations that underpin the emergent internationalization of quality practices in higher education. [More] Descriptors: Foreign Countries, Accreditation (Institutions), Higher Education, Educational Quality

Pablo, Irasema Mora; Rivas, Leonardo Arturo Rivas; Lengeling, M. Martha; Crawford, Troy (2015). Transnationals Becoming English Teachers in Mexico: Effects of Language Brokering and Identity Formation (Transnacionales Convirtiéndose en Docentes de Inglés en México: Efectos de la Mediación Lingüística y la Formación de la Identidad), GIST Education and Learning Research Journal. The objective of this research was to explore the effects of language brokering upon identity formation within the family unit of students who have lived in the United States for a period of time and have come back to live in Mexico. The participants are six students that are currently undertaking a BA in TESOL (Teaching of English to Speakers of Other Languages) at a large public university in central Mexico. Findings from interviews, following a narrative approach, seem to show that these participants' experiences as language brokers are highly valuable when they decide to become English teachers. Most of them decide to become English teachers because they want to help others to learn the language and bring those experiences into the classroom. [More] Descriptors: Foreign Countries, Foreign Students, English (Second Language), Universities

Lengeling, M. Martha; Mora Pablo, Irasema; Barrios Gasca, Blanca Lucía (2017). Teacher Socialization of EFL Teachers at Public School Levels in Central Mexico, PROFILE: Issues in Teachers' Professional Development. This study aimed at exploring the processes of teacher socialization and identity formation of nine English as a foreign language teachers at public schools in central Mexico. These teachers began their careers in the National English Program in Basic Education. Qualitative research and narrative inquiry were used as a basis for this research. The data revealed that the teachers' socialization was somewhat informal in that little was required from them to gain entrance into the program. Once teaching, the participants dealt with challenges in their teaching contexts and the program. From these challenges, the teachers were able to make decisions concerning their future as teachers, forming and imagining their identity. [More] Descriptors: Foreign Countries, Socialization, English (Second Language), Public Schools

Hammersley, Lisa C.; Levine, R.; Cornwell, K.; Kusnick, J. E.; Hausback, B. P. (2012). The Geology of Mexico: A Quantitative Evaluation of a Course Designed to Increase the Number of Hispanic Students Participating in the Geosciences at California State University, Sacramento, Journal of Geoscience Education. We present a quantitative evaluation of the effectiveness of a newly developed introductory course, Geology of Mexico, in attracting Hispanic students, encouraging them to take more geology courses, and recruiting them to the major. The student population in the Geology of Mexico course was 93% Hispanic compared with 18.5% in Physical Geology. We found that Hispanic students in Physical Geology earned lower grades than did nonminority students, while Hispanic students in Geology of Mexico earned grades comparable with nonminority students in Physical Geology. Overall, Geology of Mexico students also showed more positive attitude changes and were more likely to take another geology course. The recruitment rate into the major for Hispanic students in Geology of Mexico was 4.7% compared with 3% in Physical Geology. The recruitment rate for nonminority students in Physical Geology was 4.9%. We believe the difference in outcome for Hispanic students is due to a strong cohort effect enhanced by (1) the required lab component and (2) many students knowing one another because they belong to the Hispanic-serving organizations on campus that promote our course. [More] Descriptors: Foreign Countries, Geology, Hispanic American Students, Statistical Analysis

Dewald, Hong Phangia; Faris, Cindy; Borg, Karen S.; Maner, Julie; Martinez-Cargo, Loreta; Carter, Mark (2015). Expanding the Frontiers of Orientation and Mobility for Infants and Toddlers in New Mexico and Utah, Journal of Visual Impairment & Blindness. Early intervention services provide very young children, typically aged birth to 3 years, and their families "early and appropriate learning experiences to facilitate the child's learning and development" in their natural environment. Teachers of students with visual impairments and certified orientation and mobility (O&M) specialists provide vision-related expertise to families and the early intervention team to address the vision needs of children. These services are integrated with other early intervention services as part of an individualized family service plan (IFSP). This report represents the perspectives of two states (New Mexico and Utah) that have recognized the need for specialized O&M services in their early intervention programs for young children with visual impairments. New Mexico, with a growing early intervention O&M program, has a successful history of providing these services throughout the state. Utah, with a long history of providing early intervention vision services, but relatively new to the challenge of early intervention O&M, and inspired by New Mexico's success, is striving to provide more support and training for these specialists to work with very young visually impaired children and their families. [More] Descriptors: Early Intervention, Infants, Toddlers, Family Programs

Furniss, Gillian J. (2011). Art Is the Heart, SchoolArts: The Art Education Magazine for Teachers. Sustainability is the capacity to endure. For humanity, sustainability is the potential for long-term maintenance of well-being and has environmental, economic, and social dimensions. In Oaxaca, Mexico, artists and artisans create everyday objects that are aesthetically pleasing, functional for daily life, and that represent the continuation of traditional regional cultures with economic and environmental benefits. In this article, the author discusses the enduring art and culture of Oaxaca, Mexico. [More] Descriptors: Foreign Countries, Sustainability, Latin American Culture, Visual Arts

Valdivia Vázquez, Juan Antonio; Rubio Sosa, Juan Carlos A.; French, Brian F. (2015). Examination of the Spanish Trait Meta-Mood Scale-24 Factor Structure in a Mexican Setting, Journal of Psychoeducational Assessment. The Trait Meta-Mood Scale (TMMS) is an emotional intelligence (EI) assessment originally developed for the U.S. population. This scale measures three EI factors–attention, clarity, and repair–to evaluate how an individual perceives one's own EI skills. Although the TMMS has been adapted for use in several languages and cultures, the structure of the TMMS requires continuous examination across cultures. Specifically, there is a need for stronger validity evidence using confirmatory analyses. This study evaluates the factor structure of the TMMS-Spanish version, known as the TMMS-24, in a sample of students from northern Mexico. Data from high school and college students were used to examine the factor structure of the scale via confirmatory factor analysis. Results support the basis for future cross-cultural research conducted with Hispanic populations within Mexico with the TMMS-24. [More] Descriptors: Foreign Countries, Emotional Intelligence, Intelligence Tests, Spanish

Schadl, Suzanne M.; Todeschini, Marina (2015). Cite Globally, Analyze Locally: Citation Analysis from a Local Latin American Studies Perspective, College & Research Libraries. This citation analysis examines the use of Spanish- and Portuguese-language books and articles in PhD dissertations on Latin America at the University of New Mexico between 2000 and 2009. Two sets of data are presented: The first identifies the use of Spanish- and Portuguese-language books and articles across 17 academic departments; and the second analyzes how well local holdings meet demands for a select geographical area–Mexico. These local data contradict conclusions in general citation studies of the humanities, social sciences and foreign languages. They prove that preconceived ideas about foreign language usage from general citation studies do not provide reliable templates for local acquisition decisions. Librarians need to look at their research communities and local usage habits instead of relying on general studies for answers. [More] Descriptors: Citation Analysis, Spanish, Portuguese, Latin American Literature

Bird, Carlotta Penny; Lee, Tiffany S.; Lopez, Nancy (2013). Leadership and Accountability in American Indian Education: Voices from New Mexico, American Journal of Education. How do American Indian students, parents, and teachers conceptualize leadership in New Mexico public schools? How do they negotiate power dynamics within this context? The objective of this study was to investigate how leadership and accountability in American Indian schools and communities in New Mexico is recognized, characterized, contested, and envisioned by students, teachers, and community members. We contend that American Indian communities are uniquely positioned to provide insights for understanding leadership and visions of decolonized and empowering education for American Indian communities. Our data come from focus groups and interviews with American Indian students, parents, and community members, as well as teachers in seven public school districts in New Mexico. Participants described how they observed leadership enacted and how they participated in New Mexico public schools. We found participants describing unequal power relations, yet they also held visions of school leadership embedded in the values and definitions of leadership traditionally and historically held in American Indian communities. These visions of leadership centered around the importance of sustaining and strengthening American Indian communities and self-determination. [More] Descriptors: Accountability, American Indian Education, Public Schools, Group Dynamics

Meneses, María-Elena; Martín-del-Campo, Alejandro; Rueda-Zárate, Héctor (2018). #TrumpenMéxico. Transnational Connective Action in Twitter and the Dispute on the Border Wall, Comunicar: Media Education Research Journal. This article aims to identify how digital public opinion was articulated on Twitter during the visit of the Republican presidential candidate Donald Trump to Mexico City in 2016 by invitation from the Mexican government, which was preceded by the threat to construct a border wall that Mexico would pay for. Using a mixed methodology made up of computational methods such as data mining and social network analysis combined with content analysis, the authors identify conversational patterns and the structures of the networks formed, beginning with this event involving the foreign policy of both countries that share a long border. The authors study the digital media practices and emotional frameworks these social network users employed to involve themselves in the controversial visit, marked by complex political, cultural and historical relations. The analysis of 352,203 tweets in two languages (English and Spanish), those most used in the conversations, opened the door to an understanding as to how transnational public opinion is articulated in connective actions detonated by newsworthy events in distinct cultural contexts, as well as the emotional frameworks that permeated the conversation, whose palpable differences show that Twitter is not a homogeneous universe, but rather a set of universes codetermined by sociocultural context. [More] Descriptors: Foreign Countries, Handheld Devices, Telecommunications, International Relations

Christiansen, M. Sidury (2018). '¡Hable Bien M'Ijo O Gringo O Mx!': Language Ideologies in the Digital Communication Practices of Transnational Mexican Bilinguals, International Journal of Bilingual Education and Bilingualism. This article examines Facebook conversations between members of a transnational social network of US- and Mexico-born English/Spanish bilinguals. Extending Bourdieu's theory of language and symbolic power, the article uses the framework of language ideologies to explore how members establish identity and membership differently depending on whether they communicate primarily in Spanish or English. I argue that they use commonly held ideologies of language as tools to contest identities and establish membership. For example, US-born English-dominant members use Spanish to index language ideologies of standardization, correctness, and separation with other English-dominant members to bolster Mexicanness. However, when faced with Spanish-dominant and Mexico-born members, English-dominant members use an ideology of language elitism to position their English-Spanish bilingualism as more highly valued within their transnational network. The findings of this study also reveal that Facebook is an empowering space where bilingualism is the linguistic capital necessary for full membership in their transnational community. [More] Descriptors: Social Media, Telecommunications, Bilingualism, Spanish

Flores Carmona, Judith (2018). Pedagogical Border Crossings: "Testimonio y Reflexiones de una Mexicana Académica", Journal of Latinos and Education. I am an assistant professor at New Mexico State University; however, the path to getting to this position has been about crossing borders, about learning in and from the borderlands. The borderlands that my body has had to cross, physically and figuratively, have left many "heridas abiertas" (open wounds) but have also provided me with knowledge. The pain and struggles are constant reminders of the collisions that happen between "el primer y tercer mundo" and how these experiences leave open wounds. The inextricable relationship between Mexico and the US is deepened as Mexicanos like me are forced to come to "El Norte," whether by choice or brought by parents. At almost 11¬ years old, my life changed–I crossed, with the help of a coyote, into Los Angeles, California. In the US, xenophobic spaces and actions have influenced and shaped my epistemologies and my awareness/"conocimiento" about navigating anti-immigrant spaces. This "conocimiento" was affirmed by and informs my teaching and research. This acute awareness, "facultad" (Anzaldúa, 1987), and use of these teaching tools are what I term pedagogical border crossings. [More] Descriptors: College Faculty, Teacher Attitudes, Epistemology, Stranger Reactions

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