Bibliography: Mexico (page 011 of 481)

This annotated bibliography is reformatted and customized for the Positive Universe: Mexico website.  Some of the authors featured on this page include Crystal A. Kalinec-Craig, Vanessa Elias, Clinton Robinson, Brendan H. O'Connor, Lisa Brown Buchanan, Claudia G. Cervantes-Soon, Juan F. Carrillo, Michael Skivington, Julie A. Gray, and Priscilla Shannon Gutierrez.

Kalinec-Craig, Crystal A. (2014). Examining My Window and Mirror: A Pedagogical Reflection from a White Mathematics Teacher Educator about Her Experiences with Immigrant Latina Pre-Service Teachers, Association of Mexican American Educators Journal. In this pedagogical reflection, a White mathematics teacher educator describes what she learned from three Latina pre-service teachers who were recent immigrants from Mexico while they completed an elementary mathematics methods course. Using Rochelle Gutierrez's (2012) metaphor of a window and mirror, the author interrogates her own identity and experiences as a mathematics student and teacher in order to learn more about her students who came from a different background than herself. The reflection concludes with implications for teacher education. [More] Descriptors: Mathematics Teachers, Whites, Teaching Experience, Immigrants

Núñez, Guillermina Gina (2014). Engaging Scholarship with Communities, Journal of Hispanic Higher Education. A pedagogy of engagement links faculty and students to the needs of local communities while promoting academic success through higher retention and graduation rates in higher education. This work describes engaged scholarship and shares guidelines for documenting student engagement and critical reflection across the higher education curriculum. Insights and recommendations are based on 8 years of engaged scholarship efforts at a Hispanic Serving Institution serving students and community on the U.S.-Mexico border. [More] Descriptors: Higher Education, College Faculty, College Students, Academic Persistence

Ruiz-Esparza Barajas, Elizabeth; Medrano Vela, Cecilia Araceli; Zepeda Huerta, Jesús Helbert Karim (2016). Exploring University Teacher Perceptions about Out-of-Class Teamwork, PROFILE: Issues in Teachers' Professional Development. This study reports on the first stage of a larger joint research project undertaken by five universities in Mexico to explore university teachers' thinking about out-of-class teamwork. Data from interviews were analyzed using open and axial coding. Although results suggest a positive perception towards teamwork, the study unveiled important negative opinions. These opinions suggest the lack of success in promoting deep learning and in developing students' socio-cognitive abilities. Findings were used to develop a survey to be applied to more teachers to gain a broader perspective and to corroborate results. [More] Descriptors: College Faculty, Teacher Attitudes, Teamwork, Coding

Buchanan, Lisa Brown; Hilburn, Jeremy (2016). Riding La Bestiá: Preservice Teachers' Responses to Documentary Counter-Stories of U.S. Immigration, Journal of Teacher Education. In this mixed methods study, we examined the responses of 82 preservice teachers to the acclaimed documentary "Which Way Home", a film that profiles unaccompanied adolescents who hitchhiked the train system of Central America and Mexico en route to the United States. Using pre- and post-surveys (n = 82) and focus group interviews (n = 13), we found that preservice teachers intellectually grappled with immigration counter-stories and demonstrated two shifts in their thinking about immigration and their future teaching. Nested in the frameworks of critical race methodology and Freire's critical consciousness model, this study illustrates one approach to exploring immigration. [More] Descriptors: Mixed Methods Research, Preservice Teachers, Immigration, Adolescents

Flores, René Pedroza (2016). Personality Dominant Values in Graphic Design Students in Their Educational Practice, Higher Education Studies. The purpose of this article is to study the personality dominant values in Graphic Design students from the Autonomous University of the State of Mexico. A scale developed by Allport, Vernon and Lindsey called: "Study of values. A scale for the measuring of personality dominant interests" was used. The sample was applied to 124 students, men and women, from the different semesters in the current term 2015 A. It was proven that the prevailing dominant values are the economical and the aesthetic. An outstanding finding is the fact that less importance is paid to values associated with the religious, the social and the political. [More] Descriptors: Foreign Countries, College Students, Personality Measures, Values

Ruiz, Nadeen Teresa; Baird, Peter J.; Torres Hernández, Pedro (2016). Field Practice in La Mixteca: Transnational Teacher Education in the Service of Mexican Indigenous Students in U.S. Schools, Journal of Latinos and Education. Initial research has documented the ill treatment suffered by Mexican indigenous students in U.S. schools. Using a framework of transnational teacher education, we examined the impact of field practice in an indigenous area of Mexico on teacher candidates. Candidates showed growth in new understandings, such as their role as bilingual teachers in terms of validating students' cultures and their sense of global interconnectedness with transnational students and communities. Applied classroom projects several months after field practice showed a similar impact, beginning to make the case that transnational field practice can also positively influence the academic performance of the candidates' future students. [More] Descriptors: Indigenous Populations, Preservice Teachers, Preservice Teacher Education, Field Experience Programs

Cervantes-Soon, Claudia G.; Carrillo, Juan F. (2016). Toward a Pedagogy of Border Thinking: Building on Latin@ Students' Subaltern Knowledge, High School Journal. Based on Walter Mignolo's (2000) notion of border thinking, that is, the subaltern knowledge generated from the exterior borders of the modern/colonial world system, this article extends current conceptual frameworks for the implementation of a decolonizing border pedagogy with Latin@ students in secondary schools. In particular, Cervantes-Soon and Carrillo draw from their own positionalities as border pedagogues, from Mestiz@ theories of intelligences (Carrillo, 2013) and Chicana feminist thought as exemplary articulations of border thinking, and from ethnographic research at a high school in the Mexico-U.S. borderlands to offer three pedagogical practices with the potential to cultivate border thinking and foster student agency toward social transformation. [More] Descriptors: Secondary Schools, Ethnography, Hispanic Americans, Hispanic American Students

Gray, Julie A.; Summers, Robert (2016). Enabling School Structures, Trust, and Collective Efficacy in Private International Schools, International Journal of Education Policy and Leadership. This article explores the role of enabling school structures, collegial trust, and collective efficacy in 15 pre-Kindergarten to 12th grade international, private schools in South and Central America and Mexico. While most of these schools shared an "American" curriculum the local culture and school norms affected the climate of the school and the likelihood of the development of a professional learning community (PLC) in each school and country accordingly. As enabling school structures, trust in the principal, collegial trust, and collective efficacy were more established, the PLC was more likely to be developed based upon teacher perceptions in this quantitative study. [More] Descriptors: Private Schools, International Schools, School Organization, Trust (Psychology)

Robinson, Clinton (2016). Languages in Adult Literacy: Policies and Practices in Education for All and Beyond, Prospects: Quarterly Review of Comparative Education. Linguistic diversity characterizes many countries with large literacy needs. Meeting these needs will require a multilingual approach based on learning initial literacy in the learner's mother tongue, with other languages used subsequently. This article identifies five major challenges in implementing multilingual programmes and traces the international policy developments over the 15¬ years of the EFA period. Four case studies–Mexico, Morocco, Papua New Guinea, and Senegal–illustrate a range of policies with differing approaches and levels of commitment to providing multilingual literacy opportunities. The article concludes with six policy orientations to guide action as part of the post-2015 agenda. [More] Descriptors: Adult Literacy, Educational Policy, Languages, Multilingualism

Robertson, Bill (2016). Science 101: What Causes Severe Thunderstorms and Tornadoes?, Science and Children. What causes severe thunderstorms and tornadoes? Tornadoes, often accompanied by severe thunderstorms and hail, form in pretty much the same way as severe thunderstorms. In the continental United States, tornadoes usually form in spring and summer, when warm, humid air from the Gulf of Mexico moves across the continent from southeast to northwest and cold, dry air from the Arctic moves across the continent from northwest to southeast. The formation of tornadoes is so chaotic that the direction of rotation of the air just follows whatever conditions start the rotation. This article provides activities that demonstrate how this weather phenomenon works. [More] Descriptors: Etiology, Weather, Science Activities, Natural Disasters

Brown, Jennifer L.; Sifuentes, Lucía Macías (2016). Validation Study of the Abbreviated Math Anxiety Scale: Spanish Adaptation, Journal of Curriculum and Teaching. With growing numbers of Hispanic students enrolling in post-secondary school, there is a need to increase retention and graduation rates. The purpose of this study was to validate the Spanish adaptation of the Abbreviated Math Anxiety Scale (AMAS). The AMAS was translated and administered to 804 freshman students at a post-secondary institution in Mexico. After data analysis, the measure was found to be valid and reliable. The validated measure could serve as a predictor for math course grades and retention among Hispanic students at the post-secondary level, and it could allow researchers to study the structure of math anxiety across cultures. [More] Descriptors: Mathematics Anxiety, Test Validity, Affective Measures, Spanish

O'Connor, Brendan H. (2018). Cross-Border Mobility and Critical Cosmopolitanism among South Texas University Students, Teachers College Record. Background/Context: A growing body of literature addresses the experiences of transnational students, but relatively little research has focused on students who negotiate international border crossings on a regular basis. This study documents the role of cross-border mobility in the lives of university students in Brownsville, Texas (U.S.)/Matamoros, Tamaulipas (Mexico) and links students' transnational experiences to their development of critical cosmopolitan identities and perspectives. Purpose/Objective/Research Question/Focus of Study: This study explores South Texas university students' lived experiences of cross-border mobility at a time of sociopolitical upheaval in the U.S.-Mexico borderlands and illuminates how specific forms of mobility can shape students' educational and social subjectivities. Research Design: An insider-outsider researcher and two undergraduate insiders collaborated to design and implement the study. An online survey was used to gather basic information about students' cross-border mobility and educational experiences; subsequently, 16 focal participants were selected to participate in ethnographic interviews. Interview data were analyzed in NVivo using a two-cycle coding process and triangulated with survey data. Findings/Results: Cross-border mobility offered academic and social benefits to the participants, but the benefits of mobility were inextricable from its drawbacks. Participants acknowledged the everyday difficulties associated with cross-border mobility; they also believed that these difficulties made them more responsible and successful. In addition, while participants spoke openly about the impact of violence on the borderlands, having to navigate this reality allowed them to develop a powerful form of insight connected to "knowing two versions" (one from each side of the border) of events. Conclusions/Recommendations: The results invite researchers and educators to engage more critically with the cosmopolitan voices of students from areas often regarded as sites of marginality, poverty, and violence, such as the U.S.-Mexico borderlands. Participants' cross-border experiences simultaneously challenged and benefited them; these experiences gave them opportunities to construct, traverse, and inhabit a wider range of emotional geographies where they could make sense of their relationships to people, events, and places on both sides of the border. [More] Descriptors: Foreign Countries, College Students, Student Mobility, Cultural Pluralism

Kanwit, Matthew; Elias, Vanessa; Clay, Rebecca (2018). Acquiring Intensifier Variation Abroad: Exploring "Muy" and "Bien" in Spain and Mexico, Foreign Language Annals. Research on nativelike variation in second language (L2) systems indicates that learners studying abroad may adapt to regional norms as they build sociolinguistic competence (e.g., Kanwit & Solon, 2013; Salgado-Robles, 2014). Spanish exhibits variation between the intensifiers "muy" [very] and "bien" [very] across numerous dialects. Recent research has shown greater preference for "bien" in Latin America than in Spain (Brown & Cortés-Torres, 2013; Kanwit, Terðn, & Pisabarro Sarrió, 2017). Nevertheless, variable intensification in L2 Spanish remains uninvestigated. Data showed that learners studying in Mérida, Mexico, selected "bien" significantly more than did learners in Oviedo, Spain, at the conclusion of a 6-week stay abroad. This parallels the significantly higher selection on the same task by local Spaniards compared to local Mexican native speakers. Nonetheless, independent linguistic variables played a less straightforward role. [More] Descriptors: Language Variation, Spanish, Second Language Learning, Second Language Instruction

Gutierrez, Priscilla Shannon (2011). A Team Approach to Quality Programming for Deaf and Hard of Hearing Students, Odyssey: New Directions in Deaf Education. In this issue of "Odyssey," Joanne Corwin describes New Mexico's statewide partnership among several agencies for the provision of early intervention services to infants and children who are deaf or hard of hearing and their families (Effective Partnering of State Agencies to Achieve Early Hearing Detection and Intervention Benchmarks, p. 20). A key agency in the network of early intervention and school-age services is the Outreach Department at the New Mexico School for the Deaf (NMSD). This article describes a successful endeavor initiated by that department. An important goal within the Outreach Department at the NMSD is helping parents feel better able to participate in the Individualized Education Program (IEP) process for their child. One of the tools that the NMSD Outreach Department uses to achieve this is the Communication Considerations (CC) Dialogue Form or addendum to the IEP. The impetus for this form was the New Mexico Deaf Bill of Rights passed in 2004. The form was developed through collaboration between the NMSD Outreach Department and the Special Education Department from Albuquerque Public Schools using an already established addendum from Colorado as a guide. Since then, the New Mexico Public Education Department's "IEP Technical Assistance Manual" has included the CC addendum. Regardless of placement, or level of hearing loss, the form is a required part of the IEP process for any student in New Mexico who is deaf or hard of hearing. [More] Descriptors: Special Schools, Early Intervention, Individualized Education Programs, Partial Hearing

Skivington, Michael (2011). Disability and Adulthood in Mexico: An Ethnographic Case Study, International Journal of Special Education. This study sought to better understand the cultural meaning of adulthood and disability in a large city in central Mexico. Using an ethnographic case study research design that included interviews and observations, this study addressed the research question: What is the cultural meaning and accompanying challenges of becoming an adult with disability in Cuernavaca, Morelos, Mexico? Results indicate that the adult life of a person with a disability is difficult. Corruption, societal rejection, and inadequate school and social services are challenges this population faces. Analyses also revealed that Wolfensberger's (1972) original depiction of the social roles people with disabilities play in society was still accurate in today's Mexico. Research findings and implications for future study are also discussed. [More] Descriptors: Disabilities, Urban Areas, Foreign Countries, Social Services

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