Bibliography: Mexico (page 009 of 481)

This annotated bibliography is compiled and customized for the Positive Universe: Mexico website.  Some of the authors featured on this page include Dawn VanLeeuwen, Christine Rack, Henk J. van Rinsum, Irasema Mora Pablo, Patricia Velasco, M. Martha Lengeling, Xeturah Monique Woodley, Wil G. Pansters, Ofelia Garcia, and Niame Adele.

New Mexico Public Education Department (2015). IDEAL-NM Annual Report: School Year 2013-2014. Innovative Digital Education and Learning-New Mexico (IDEAL-NM) was created in response to the 2005 Performance and Accountability Contract, "Making Schools Work" to leverage technology. On October 27, 2006, the statewide e-learning program that would implement a shared e-learning infrastructure using a single statewide learning management system (LMS); web conferencing system; and help-desk support for K-12 schools, higher education institutions, and governmental agencies was announced. IDEAL-NM implemented a statewide Cyber Academy beginning in the summer of 2008, with 54 enrollments from nine school districts. The vision of the statewide Cyber Academy was to provide, through the innovative use of technology, equitable access for education opportunities to all New Mexico students, by reducing geographic and capacity barriers. The statewide Cyber Academy works in partnership with New Mexico schools to deliver quality and rigorous online courses taught by highly qualified New Mexico teachers via a supplemental or blended model. In this model, students enroll in a physical, brick-and-mortar school, and credit for the completed Cyber Academy course is awarded by the enrolling school. As a nationally recognized program IDEAL-NM provides statewide eLearning services to P-12 schools and state government agencies. IDEAL-NM is a program of the Public Education Department (PED). New Mexico is the first state in the nation to create a statewide eLearning system that, from its inception, encompasses all aspects of learning–from traditional public and higher education environments, to teacher professional development, to continuing and workforce education. This report provides the following relating to the program: demographic description, detailed report of expenditures, description of services provided, the number and location of local distance learning sites to date, schools and distance learning completions (virtual school only–does not include portal enrollments), courses offered, and Student and Teacher Accountability Reporting (STARS) data. Three appendixes are included: (1) K-12 Web Portals; (2) State Agency and Community Organization/Non Profit Portals; and (3) Tribal Colleges Portals. [Issued December 2014.] [More] Descriptors: Annual Reports, Statewide Planning, Database Management Systems, Electronic Learning

Ramos, Diana Carolina; Sayer, Peter (2017). Differentiated Linguistic Strategies of Bilingual Professionals on the U.S.-Mexico Border, Critical Inquiry in Language Studies. The authors present three distinct cases of English-Spanish bilinguals on the U.S.-Mexico border to illustrate how legitimate and authentic language use functions as forms of symbolic capital (P. Bourdieu, 1991). Language practices in the occupational domain exemplify how varieties of English and Spanish come into contact, are negotiated, and strategically utilized to situate oneself in a position of power within a linguistic market. The authors argue that because bilinguals have access to different forms of linguistic capital, in a highly bilingual context such as the U.S.-Mexico border, they develop differentiated strategies for employing language resources. The three strategies identified are avoidance, distribution, and engagement. Employing English-Spanish bilingualism through these differentiated strategies, participants exploit or compensate for their particular linguistic repertoire to meet the multilingual demands and language expectations of their workplace and, in doing so, reveal how languages are used in occupational settings as commodities with exchange value that can be transferred to other forms of capital. The authors suggest that the translanguaging practices (O. Garcia & L. Wei, 2014) observed serve in efforts to obtain symbolic capital in Laredo's linguistic market. [More] Descriptors: Language Usage, Bilingualism, Professional Personnel, Geographic Location

Robelo, Octaviano García; Pérez, Ileana Casasola (2017). Resilience and Intercultural Education on Secondary School: A Comparative Study in Mexico and Germany, Bulgarian Comparative Education Society. This paper presents one product of a research report about the promotion of resilience in the school setting in two public secondary schools, located in Mexico and Germany, and its relation with the pupils' multiculturalism. The paper focuses on the need of the results' analysis to identify the school actors' perceptions of the promotion of resilience at the secondary school, in contexts where pupils' cultural characteristics are highly diverse. The theoretical guidelines are linked to resilience research, especially research focusing on resilience in schools, as well as to studies on intercultural education. A mixed method was used; it is a dual comparison in two geographical, economic, political and cultural different national contexts, where the analysis unit was "the school". Research was conducted with secondary schools' principals, including the teaching staff, from both schools and with a first graders group on Telesecundaria 42, in Hidalgo, Mexico, and one group of the same grade from a Realschule in NRW, Germany. The results provide significant data that show a strong nexus between students' and teachers' perceptions of resilience development at the school. This article focuses on resilience promoting factors. It was concluded that positive emotional relationships between students and teachers build resilience and decrease risks of failure and dropout. [For the complete Volume 15 proceedings, see ED574185.] [More] Descriptors: Foreign Countries, Comparative Analysis, Resilience (Psychology), Multicultural Education

Echávarri, Jaime; Peraza, Cecilia (2017). Modernizing Schools in Mexico: The Rise of Teacher Assessment and School-Based Management Policies, Education Policy Analysis Archives. In this paper we analyze the evolution of the teacher assessment policy and the origins of school-based management initiatives in the Mexican education context from the late 1980s until the last 2012-2013 Education Reform (RE2012-2013). Mexico joined the Global Education Reform Movement during the 1990s through the National Agreement for the Modernization of Basic Education, under which the program Teachers Career Services was created to increase teacher quality. Later, the Quality School Program was implemented in order to decentralize school management and increase school accountability. Lastly, the institutionalization of Monitoring and Evaluation in the Mexican Education System gave birth to the National Institute for the Evaluation of Education. Using a documentary analysis, we review the origins of such accountability policies in order to map out the involved stakeholders, and identify how these influenced and effected the development and implementation of last 2012-2013 Education Reform's teacher high-stakes assessments. Finally, we outline the results and consequences of such policies as they have been implemented and provide a contextual analysis of the implementation and resistance to the latest reform in some regions of Mexico. [More] Descriptors: Foreign Countries, School Based Management, Educational Innovation, Educational Change

Garcia, Ofelia; Velasco, Patricia (2012). Insufficient Language Education Policy: Intercultural Bilingual Education in Chiapas, Diaspora, Indigenous, and Minority Education. Based on ethnographic fieldwork research of the authors in schools in Chiapas, Mexico, the article provides an overview of efforts being made to address the unique educational needs of Mexico's Indigenous populations through intercultural bilingual education programs. The article examines the Indigenous teachers' commitment to intercultural bilingual education, as opposed to their incomplete understandings of bilingual teaching practices and biliteracy practices. In so doing, the article questions the efficacy of top-down language education policies when they are State reactions to bottom-up efforts of revolutionary movements, such as the Zapatistas. Given the historical and socioeconomic oppression of the Indigenous populations in Chiapas, intercultural bilingual education acts only as a palliative, leaving the Indigenous peoples without the structural incorporation into the economic and political life of Mexico for which they struggled. [More] Descriptors: Educational Needs, Bilingual Education, Bilingual Education Programs, Foreign Countries

Race to the Top – Early Learning Challenge (2015). Race to the Top – Early Learning Challenge: 2014 Annual Performance Report. New Mexico. This Race to the Top – Early Learning Challenge (RTT-ELC) annual performance report for the year 2014 describes New Mexico's accomplishments, lessons learned, challenges, and strategies New Mexico will implement to address those challenges. New Mexico implemented a coordinated governance model that places authority and accountability across the three participating agencies–Children, Youth, and Families Department (CYFD), Department of Health (DOH) and Public Education Department (PED). PED is the lead State agency. New Mexico added an Executive Level Team with high level managers from each State agency, in order to make decisions on cross agency issues to move the grant work forward. Given this model, in 2014, the Leadership Team created a Governance Manual which was implemented with the approval of the Executive Team. The Governance Manual provides a structure for all of the RTT-ELC work being done in New Mexico. The Manual identifies the core values, State agencies, Advisory Councils, Stakeholders, decision-making processes, communication processes, reporting systems, and more. In September 2014, an interim Project Manager was brought in to oversee the overall management of the RTTELC grant, including coordination with the Executive Team, Leadership Team, and Project Leads; monitoring expenditures; communications plans, and ensuring timely federal reporting. The Project Manager is also on the Communications Team that plans and implements communications and marketing strategies. The position is housed at PED, the lead agency. At the end of the grant year, the Project Manager position was posted and applications were received to fill it with a dedicated full-time person who can focus their entire work day on RTT-ELC work. This position is expected to be filled in early 2015. In addition, CYFD hired a full-time Project Coordinator to work in partnership with the Project Manager and to coordinate the grant work at CYFD, where a significant portion of the RTT-ELC work is taking place. The Project Coordinator is also on the Communications Team. The Coordinator and Manager work together on organizing meetings, providing meeting summaries and reports, working with Project Leads to gather their Project Summary and GRADS360 reports, and other duties as needed. The Project Coordinator created a calendar schedule that identifies important due dates each month for the Project Leads and Sub-Leads, Project Manager and Coordinator, and the Leadership Team. With the addition of the Manager and Coordinator, regular meetings are occurring and are productive. These meetings include the monthly Executive Team meeting, and within that meeting, the Data Governance Committee meeting; the Leadership Team meeting, held twice a month; and a meeting every other month that includes the Executive and Leadership Teams, Project Leads, Project Manager, and Project Coordinator. New Mexico recognized the need to improve communication and marketing regarding the RTT-ELC work. This includes communications to both internal State staff and external Stakeholders, including: early learning providers, funders, advocates and families. In order to address these communication needs, New Mexico did a national search to develop a communications and marketing plan and in November 2014 contracted with Tracy Zimmerman, Director of Strategic Communications, from the North Carolina Early Childhood Foundation. Work began on the communications and marketing plan in December 2014 with Executive and Leadership Teams participating in a strategic planning session. Once the plan is developed, New Mexico will use the Request for Proposal (RFP) process to hire a contractor to carry it out. The New Mexico RTT-ELC team developed a contract with Desert Element Designs in Santa Fe to develop the EarlylearningNM website. The conceptual design and plan for the site map for the website was conducted over a period of months. Information was included on the overall RTT-ELC grant and progress made as well as specific information and resources on each of the RTT-ELC projects. A decision was made to also include information regarding the work of the Early Learning Advisory Council (ELAC) and information regarding the early learning programs in New Mexico in order for parents to know how to access these services. The RTT-ELC team developed the copy narrative and content (documents, links and photos) and organized it for the web developers. The launch of the website is slated for the end of February 2015. In December 2014, New Mexico attended the Strategic Communications Peer Learning Exchange in Kansas City. The New Mexico attendees were two members of the Leadership Team, the Project Manager, and the Project Coordinator. The purpose was to learn from peers with significant experience and lessons learned; work in small groups with peers who have similar strategic communications interests and goals; and access and contribute to an ELC TA supported virtual strategic communications resource library in real-time. Toward the end of 2014, the Project Coordinator began to collect and organize the bi-monthly Project Summary Reports created by the Project Leads. The Summary Reports were used to create the New Mexico Race to the Top – Early Learning Challenge 2014 Progress Report. The 2014 Progress Report is a separate document that was used to help build the 2014 Annual Performance Report. It helps with monitoring, follow up, and any consultation reflective practice. The 2014 Progress Report will be posted to the Early Learning New Mexico website in early 2015 and distributed to Stakeholders. RTT-ELC progress is discussed with the Early Learning Advisory Council (ELAC) quarterly as part of their standing agenda. There is at least one Sub-Committee to address each one of their Priority Goals: accessibility to high quality early childhood programs; improved school readiness (now and at 3rd grade); and a high quality early childhood workforce. The sub-committees of ELAC work with the Race to the Top State Implementation Team and Project Leads in the local implementation of RTT-ELC Projects and Tasks. Several positions were filled on the various projects on an interim basis or permanently. PED hired a Data Project Manager and Data Base Administrator for the Data Project and a Coordinator for the KEA Project. Also, CYFD hired a Project Coordinator and DOH hired a Tiered Quality & Rating & Improvement (TQRIS) Manager. [For "At a Glance: The Race to the Top – Early Learning Challenge Year 2014 Progress Report," see ED583096.] [More] Descriptors: Educational Legislation, Federal Aid, Federal Programs, Federal Legislation

Ramírez, Gerardo Blanco; Metcalfe, Amy Scott (2017). Hashtivism as Public Discourse: Exploring Online Student Activism in Response to State Violence and Forced Disappearances in Mexico, Research in Education. Mexico has a long history of tensions between the government and student activists. This history dates back to student protests that ended with the State's violent repression of students in 1968. These tensions were reignited with the student occupation of Mexico's National Autonomous University from 1999 to 2000, which ended through intervention by the national federal police. In the 21st century, student expression and activism occurs in the physical world as well as on social media sites. For example, the hashtag #YoSoy132 was created by a student movement begun at the Jesuit "Universidad Iberoamericana" in opposition to the then candidate and now President of the country, Enrique Peña Nieto. In this paper, we conceptualize social media sites as virtual public spaces, and we employ cultural critical visual discourse analysis to examine the case of student "hashtivism," online activism through hashtags, in response to the forced disappearance of 43 students from the Raúl Isidro Burgos Rural Teachers College of Ayotzinapa in September 2014. [More] Descriptors: Violence, Activism, Student Attitudes, Computer Mediated Communication

Pierdant R., Alberto I.; Rodríguez Franco, Jesús; Narro R., Ana Elena (2017). Educational Inequality in Nuevo Leon and Oaxaca, Mexico, 2008 and 2010: The Basis of an Uncertain Future for These Societies, Universal Journal of Educational Research. Education in society especially in Mexico, seems to be a powerful instrument of intergenerational social mobility to produce individuals with "capabilities and functions" allowing them to obtain a greater well-being. "Education as schooling," in the first instance, improves the individuals living conditions, since this is a path to a better way of living and a privileged way to achieve a higher economic and social position within a society. However, education's purpose is not only to be thought as schooling for economic well-being, but also as an element of cultural integration and general well-being within a society. Based on that, we have studied the educational inequality in two states in Mexico during the years 2008 and 2010. To this end, we have incorporated into a model of multi-dimensional logistic regression, and index of educational inequality. This index, consist of three focal variables: educational backwardness, access to technologies of information and communication, and family education spending. These variables allowed us to quantify more accurately this form of inequality. The observed results are worrisome, even more because; this derives other inequalities for the families of these societies, including reducing opportunities for better employment, and thus provoking lower standards in health, housing, nourishment, and social participation among others. Educational inequality is, therefore, another factor that originates poverty in the society. [More] Descriptors: Equal Education, Mexicans, Educational History, Foreign Countries

New Mexico Public Education Department (2018). New Mexico Rising: New Mexico's State Plan for the Every Student Succeeds Act. Each state education agency (SEA) must address all required elements of the consolidated State plan. Although the information an SEA provides for each requirement will reflect that particular requirement, an SEA is encouraged to consider whether particular descriptions or strategies meet multiple requirements or goals. In developing its consolidated State plan, an SEA should consider all requirements to ensure that it develops a comprehensive and coherent consolidated State plan. This report presents New Mexico's State Plan for the Every Student Succeeds Act. Following instructions for completing the Consolidated State Plan and programs included in the Consolidated State Plan, this report contains the following sections: (1) Long-term Goals; (2) Consultation and Performance Management; (3) Academic Assessments; (4) Accountability, Support, and Improvement for Schools; (5) Supporting Excellent Educators; and (6) Supporting All Students. [More] Descriptors: Statewide Planning, State Agencies, State Departments of Education, Federal Legislation

Adele, Niame; Rack, Christine (2008). Working without a Union in New Mexico, Academe. In this article, the authors provide a description of the academic climate in New Mexico. Like many other places in the world today, New Mexico is trying to find an identity in an environment that the authors label "increasingly privatized, corporatized, and militarized." New Mexico's higher education salaries are lower than those in other states. The authors describe the efforts made by the local American Association of University Professors (AAUP) committee to improve the working conditions of contingent faculty. [More] Descriptors: College Faculty, Salary Wage Differentials, Nontenured Faculty, College Administration

Pansters, Wil G.; van Rinsum, Henk J. (2016). Enacting Identity and Transition: Public Events and Rituals in the University (Mexico and South Africa), Minerva: A Review of Science, Learning and Policy. On the basis of ethnographic and historical material this article makes a comparative analysis of the relationship between public events, ceremonies and academic rituals, institutional identity, and processes of transition and power at two universities, one in Mexico and the other in South Africa. The public events examined here play a major role in imagining and bringing about political shifts within universities as well as between universities and external actors. It shows how decisive local histories and constituencies are in mediating and transfiguring identity projects initiated from above. [More] Descriptors: Foreign Countries, Comparative Analysis, Educational Change, Power Structure

Lengeling, M. Martha; Mora Pablo, Irasema (2016). Reflections on Critical Incidents of EFL Teachers during Career Entry in Central Mexico, HOW. This article explores the reflections of critical incidents of eight beginning English as a foreign language teachers and one of their trainers in Mexico. Based upon narrative inquiry and through the use of journals, critical incidents and how they have impacted beginning teachers in their thinking were specifically looked at. From the data we found seven emerging themes which basically revolve around the relationships that are established between the teacher and the students, the emerging professional identities of the beginning teachers, and the tutor's reflection on knowledge transfer. Results showed how these teachers reflected upon their teaching practice and how the critical incidents helped them to analyze and evaluate their teaching process. [More] Descriptors: Reflection, English (Second Language), Second Language Learning, Language Teachers

Hernández Méndez, Edith; Reyes Cruz, María del Rosario (2014). Research Culture in Higher Education: The Case of a Foreign Language Department in Mexico (Cultura de la investigación: el caso de un Departamento de Lenguas Extranjeras en México), PROFILE: Issues in Teachers' Professional Development. In the case of Mexico, until recently, many universities focused mainly on teaching, but recent changes have led to new appointments in research, administration, and community service. There now seems to be, however, a view of the predominance of research in the academic environment. Therefore, the purpose of this paper was to examine and identify, through the lens of organizational theory and a current model of research culture in an academic setting, some characteristics of the research culture in the Department of Languages and Education at a public university in Southeast Mexico. Following the international tendencies and models in higher education, we see that the research culture observed in this university resembles more a market culture than other types of culture, although some traits of hierarchy culture provide cohesion in the organization. [More] Descriptors: Foreign Countries, Second Language Learning, Second Language Instruction, Departments

Woodley, Xeturah Monique (2014). Black Women's Faculty Voices in New Mexico: Invisible Assets Silent No More, ProQuest LLC. There continues to exist a lack of Black women faculty at institutions of higher education (Moses, 1989; Collins, 1991; Gregory, 2001). Although we can see an increase in the number of research projects focused on Black women faculty there still remains a significant gap in the research (Glover, 2006; Foster-Williamson, 2002; Thomas & Hollenshead, 2001; Ramsey, 1998). This gap in the research is even more pronounced for Black women faculty at New Mexico's higher education institutions. The purpose of the study is to examine the experiences of Black women educators in New Mexico's institutions of higher education through semi-structured interviews, in the form of a two-interview series, in order to understand the beliefs, values, and educational experiences that have influenced them as educators. Ten (10) Black women educators employed in New Mexico's higher education institutions participated in this study. Black Womanist Theory and Black Critical Race Theory provided the theoretical framework for the analysis of the participants' stories. The three findings were: 1. The normalization of White Supremacy within higher education creates racially hostile environments for Black women, and other minority, educators; 2. Black women educators in New Mexico hold epistemological privilege with strategies for navigating systems of oppression within higher education; 3. Black women educators are choosing to value the "strong Black woman" image that their mothers modeled for them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: [More] Descriptors: Females, African American Teachers, Women Faculty, College Faculty

Archuleta, Martha; VanLeeuwen, Dawn; Halderson, Karen; Wells, Linda; Bock, Margaret Ann (2012). Diabetes Cooking Schools Improve Knowledge and Skills in Making Healthful Food Choices, Journal of Extension. Rates of type 2 diabetes are increasing nationally and in New Mexico, particularly in ethnic minorities. A key self-care area with challenging barriers is healthy eating. The New Mexico Cooperative Extension Service conducts diabetes cooking schools statewide together with community health providers. The study reported here determined if this education was effective in people with type 2 diabetes and their family members. Self-report surveys showed that knowledge and behaviors significantly improved (p<0.05) following participation in cooking schools in all ethnic groups, both genders, and a wide range of ages. Hands-on cooking schools are an effective method for diabetes education. [More] Descriptors: Diabetes, Cooking Instruction, Nutrition Instruction, Extension Education

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