Bibliography: Mexico (page 014 of 481)

This annotated bibliography is reformatted and customized for the Positive Universe: Mexico website.  Some of the authors featured on this page include Sarah E. Killoren, Benjamin R. McDermott, Timothy G. Cashman, Rosalie Otero, Robin
L. Dankovich, Miguel Angel Herrera Batista, New Mexico Higher Education Department, Mary Prentice, John S. Levin, and Kimberly A. Updegraff.

Montero-Hernandez, Virginia; Levin, John S. (2013). University Restructuring and the Reconfiguration of Faculty Members' Work Context in a Public State University in Mexico, Journal of Hispanic Higher Education. This study describes the effects of neo-liberal restructuring for universities upon the reconfiguration of academics' work context in a public state university in Mexico. Findings show that implementation of the federal program titled Faculty Enhancement Program during the late 1990s created a separation between traditional and new academic practices and values in the university. Analysis of the context illustrates ways in which State interventions lead to tensions over institutional goals and specifically the work of faculty. [More] Descriptors: College Faculty, Federal Programs, Foreign Countries, Neoliberalism

Otero, Rosalie (2018). Tenure and Promotion in Honors, Honors in Practice. One of the major obstacles toward tenure and promotion in honors programs and colleges is that "Honors" is not a discipline. This does not mean, however, that honors education is not a profession. There is sufficient evidence across the country to indicate that there are educators in higher education who choose to work in honors programs or colleges exclusively. It is important that full-time faculty dedicated to Honors education should have equal privileges as other faculty on campus in terms of their careers. The Honors Program at the University of New Mexico has a national reputation for academic innovation, educational research, quality of teaching, and commitment to teaching. It is within this context that criteria to define the competence and excellence required for promotion and tenure have been developed. Competence and excellence in scholarship, teaching, and service are evaluated both on quality and quantity parameters. The process for UNM's University Honors Program faculty had to be created so that it would observe criteria for other faculty on campus and, at the same time, include principles for interdisciplinary work. For the most part, the process has worked although some of the expectations are more encompassing than those for faculty in a specific discipline. The tenure and promotion process for honors faculty continues to evolve at the University of New Mexico. As the members of the National Collegiate Honors Council become more professionally committed to honors endeavors, and as more honors programs and colleges institute tenure and promotion in honors, it will become less problematic to constitute acceptable and equitable guidelines for tenure and promotion in honors. [This article was originally printed in "Honors in Practice" v1 2005.] [More] Descriptors: Honors Curriculum, Higher Education, Tenure, Teacher Promotion

Léonard, Jean Léo; McCabe Gragnic, Julie; Avilés González, Karla Janiré (2013). Multilingual Policies Put into Practice: Co-Participative Educational Workshops in Mexico, Current Issues in Language Planning. In a national context where the language rights of indigenous people have been recognized constitutionally since 2003, we deal with the following questions: How can bilingual education programmes in Mexico be clearly defined and applied? And what exactly are the final objectives of a bilingual education programme? We shall address the issue of the potential forms and contents of bilingual education from the standpoint of our experience working with schoolteachers, in co-participative educational workshops in two multilingual areas in Central and South-Eastern Mexico, from 2009 to 2012. Indeed, the multidimensional use of native languages and knowledge through workshops held in a number of Mexican languages, in which the participants produce texts and drawings in their own languages, directly raises pedagogical issues on language planning in the classroom. The dominant model for bilingual and intercultural education (BIE) in Mexico today corresponds to that of "incorporation" through "subtractive bilingualism": teaching in the native language, switching then to Spanish in order to teach the official pedagogical contents, and in detriment of language and culture specificities. Our work suggests that BIE could represent a constructive, empowering alternative adaptable to local community contexts. [More] Descriptors: Multilingualism, Foreign Countries, Workshops, Freehand Drawing

Batista, Miguel Angel Herrera (2013). Using Facebook as a Virtual Classroom in a Public University in Mexico City, International Association for Development of the Information Society. Since Information and Communication Technologies have been developed, many changes have taken place in society. Social Networks certainly have changed communication habits, especially among young people. Nowadays, Social Networks are used as a communication system every day. In most countries, university students use this communication and interaction media to share information, images, videos, music, etc. but essentially, they use Social Network to socialize. In Mexico, probably more than 90% of the students between 17 and 25 years old have their own Facebook space. In this way, almost every student in the university knows how to use the social network, especially Facebook, nevertheless, none of them knows how to use virtual classrooms like Moodle, for example. This is a big problem for universities which are interested in using virtual classrooms. That is the case of Metropolitan Autonomous University, in Mexico City that is interested in using Moodle to support academic activities. That is why we decided to change the paradigm: if we can't take students to virtual classroom, we can take classroom to students. In this way we empowered Facebook as a virtual classroom. In this paper we describe our experience in using Facebook, no just as a communication media, but as a real virtual classroom, in a public university in Mexico City. [For the full proceedings, see ED562127.] [More] Descriptors: Educational Technology, Technology Uses in Education, Social Media, College Students

Killoren, Sarah E.; Updegraff, Kimberly A.; Christopher, F. Scott; Umana-Taylor, Adriana J. (2011). Mothers, Fathers, Peers, and Mexican-Origin Adolescents' Sexual Intentions, Journal of Marriage and Family. Drawing on a symbolic-interaction perspective and a compensation model, the processes linking mother- and father-adolescent relationship qualities, deviant peer affiliations, and adolescents' sexual intentions were investigated for 246 Mexican-origin youths born in the United States and in Mexico using multiple-group structural equation models. Deviant peer affiliations significantly mediated the relations between paternal acceptance and sexual intentions and between disclosure to mothers and sexual intentions for U.S.-born youths but not for Mexico-born youths. Findings highlight the importance of examining variability as a function of youth nativity. [More] Descriptors: Mothers, Structural Equation Models, Peer Relationship, Adolescents

Courtney, Jon R.; Prophet, Retta (2011). Predictors of Placement Stability at the State Level: The Use of Logistic Regression to Inform Practice, Child Welfare. Placement instability is often associated with a number of negative outcomes for children. To gain state level contextual knowledge of factors associated with placement stability/instability, logistic regression was applied to selected variables from the New Mexico Adoption and Foster Care Administrative Reporting System dataset. Predictors identified in the model are consistent with previous research, reliable across time periods, and informative to the understanding of potential risk/protective factors of placement stability/instability specific to the New Mexico child welfare agency. [More] Descriptors: Placement, Child Welfare, Children, Predictor Variables

García-Cabrero, Benilde; Pérez-Martínez, María Guadalupe; Sandoval-Hernández, Andrés; Caso-Niebla, Joaquín; Díaz-López, Carlos David (2016). Assessing Two Theoretical Frameworks of Civic Engagement, Journal of Social Science Education. The purpose of this study was to empirically test two major theoretical models: a modified version of the social capital model (Pattie, Seyd and Whiteley, 2003), and the Informed Social Engagement Model (Barr and Selman, 2014; Selman and Kwok, 2010), to explain civic participation and civic knowledge of adolescents from Chile, Colombia and Mexico, using data from the International Civic and Citizenship Education Study 2009 (Schulz, et al., 2010). The models were used to identify factors associated with different levels of knowledge and civic participation: expected participation in legal and illegal protests, and electoral participation. Data were analyzed using regression analysis. Results show that the Informed Social Engagement approach (ISEM), explains better the observed differences in civic knowledge and civic participation, than the Social Capital Model (SCM). That is, the expected values associated with the variables included in the ISEM are closer to the observed values, than those predicted by the SCM. This is true for the three outcomes (expected participation in legal protests, illegal protests, and electoral participation) and in the three countries analyzed (Chile, Colombia and Mexico). [More] Descriptors: Citizen Participation, Models, Social Capital, Adolescents

Natoli, Riccardo; Zuhair, Segu (2013). The Resource-Infrastructure-Environment Index for Measuring Progress: An Application to Australia, Mexico and the US, Social Indicators Research. The resource-infrastructure-environment (RIE) index was proposed as an alternative measure of progress which was then employed to: (1) compare the aggregate (single summary) index findings between Australia (mid-industrialised nation), Mexico (emerging economy), and the US (highly industrialised nation); and (2) compare the RIE index against the gross domestic product (GDP), human development index (HDI) and genuine savings (GS) measure. This paper builds on the previous work by assessing the seven themes and 21 dimensions which comprise the RIE index for the three aforementioned nations, as well as the associated policy implications. The results identified Australia's strength in the human resource and infrastructure themes. For Mexico, strong contributions came from the natural and generated resource themes as well as the physical environment theme, while the US performed strongly in the infrastructure themes. The comparative results of the US and Mexico illustrated that it is possible to achieve high levels of progress without an excessive reliance on high levels of production and income. [More] Descriptors: Foreign Countries, Living Standards, Development, Human Resources

Robelo, Octaviano García; Marquez, Jorge Hernández; Pérez, Ileana Casasola (2017). Comparative Analysis of English Language Student's School Paths at a Mexico University, Bulgarian Comparative Education Society. Seven factors related to academic paths of students of the Bachelor of English Language of a public university in Mexico are investigated. With a non-experimental descriptive design, a Likert scale was applied to evaluate the college students' perception of these factors. A comparative analysis between three types of school paths was performed. It was found that students with irregular school paths show higher academic difficulties by internal and external problems, such as difficulties in their study habits, problems with their teachers, personal problems and economic problems. Most students reported having difficulties with management of stress, among other important results. This research provides useful information to improve teaching practices, curriculum and mentoring. Psychological and external problems were identified as factors that can be integrated into programs of prevention or intervention, to help improve the education of students and increase terminal efficiency in this university. [For the complete Volume 15 proceedings, see ED574185.] [More] Descriptors: Comparative Analysis, English (Second Language), Second Language Learning, Second Language Instruction

Cru, Josep (2017). Bilingual Rapping in Yucatán, Mexico: Strategic Choices for Maya Language Legitimation and Revitalisation, International Journal of Bilingual Education and Bilingualism. This paper explores the sociolinguistic practices of a group of young bilingual rappers in the Yucat√É°n Peninsula of Mexico. Against the background of ongoing language shift to Spanish in the region, the language choices of a group of Maya youths involved in Hip Hop culture and their agency as policy-makers at the grassroots level is analysed. While language mixing and hybridisation are everyday communicative practices for Maya speakers, rapping either completely in Maya or in a clear-cut alternation between Spanish and Maya is a conscious strategy for language promotion among these youths. I argue that the language choices in their music performances, which are underpinned by an essentialist outlook on language contact, accrue authenticity and legitimacy to Maya and can ultimately work towards the revitalisation of this language. [More] Descriptors: Bilingualism, Music, Language Maintenance, Music Activities

Oyarzún, Juan de Dios; Perales Franco, Cristina; McCowan, Tristan (2017). Indigenous Higher Education in Mexico and Brazil: Between Redistribution and Recognition, Compare: A Journal of Comparative and International Education. Indigenous groups in Latin America face a double exclusion from higher education, with low levels of access to institutions and little acknowledgement of their distinctive cultural and epistemological traditions within the curriculum. This article assesses current policies in Mexico and Brazil towards indigenous populations in higher education, considering the various responses to the challenge, including affirmative action programmes in mainstream universities, intercultural courses and autonomous institutions. These policies and initiatives are analysed using the theoretical frames of redistribution and recognition, focusing on demands for formal equality and material wellbeing on the one hand, and a distinctive cultural and educational space on the other. While state-sponsored policies focus primarily on the redistributive element, initiatives based on recognition come largely from autonomous organisations, raising a series of dilemmas and tensions around educational justice for indigenous populations in the region. [More] Descriptors: Foreign Countries, Indigenous Populations, Higher Education, Access to Education

New Mexico Higher Education Department (2015). New Mexico Higher Education Department Annual Report, 2015. The New Mexico Higher Education Department (HED) and higher education institutions (HEIs) have set long-term statewide goals to increase 4-year graduation rates, improve transfer and articulation, and improve remedial education outcomes. HED is pursuing these goals through the following initiatives: (1) Statewide common course numbering and alignment of lower division coursework; (2) Developing meta-majors and transfer modules; (3) Reforming the general education core curriculum; (4) Co-requisite remediation and Math pathways; (5) Decreasing the number of hours required for both associate's and bachelor's degrees; (6) Incentivizing 4-year graduation; and (7) Implementation of outcomes based funding. This annual report outlines each of the initiatives. Accomplishing these timely and aggressive goals requires remarkable collaboration among all the HEIs and between the HEIs and the HED. With the Governor's leadership, the HED, the HEIs, and the legislature have made incredible strides this year in working together. The higher education community throughout the state has come together in unparalleled fashion and is committed to improving student success and the on-time graduation rates in New Mexico. Executive summaries are provided from the following divisions: (1) Policy & Programs; (2) Planning and Research; (3) Adult Education; (4) GEAR UP; (5) Private and Postsecondary Schools; (6) Financial Aid; (7) Instutional Finance; and (8) Capital Projects. [More] Descriptors: Higher Education, Annual Reports, Educational Improvement, Education Work Relationship

Torres, Monica F.; Prentice, Mary; Valentine, Kathryn; Arellano, Eduardo
C.; Dankovich, Robin
L.
(2013). So Close, and yet so Far: Cross-Racial Interactions among Undergraduate Students in Two Neighboring Borderland Communities, International Journal of Qualitative Studies in Education (QSE). This article discusses two studies on the extent and nature of cross-racial interactions (CRIs) among undergraduate students from two neighboring US-Mexico borderland communities. Of the four participating higher education institutions, two were adjacent to the US-Mexico borderline, while the other two were 45 miles away from the borderline. One study relied on survey responses from over 900 students, while the other relied on focus group data from over 30 students. The participating students were from two universities and two community colleges. Although the students shared some common experiences and attitudes, there were some marked and important differences among them. These differences made a compelling argument for localizing what diversity means and customizing efforts to foster CRIs on college campuses. [More] Descriptors: Undergraduate Students, Racial Relations, Student Surveys, Focus Groups

Cashman, Timothy G.; McDermott, Benjamin R. (2013). International Issues, High-Stakes Testing, and Border Pedagogy: Social Studies at Border High School, Issues in Teacher Education. A recently constructed border wall stands within walking distance of Border High School (BHS) and was created to impede the flow of people, goods, fauna, and contraband from Mexico into the United States (U.S.). The reality, however, is that this geopolitical border is fluid, allowing connections between sociopolitical zones. The researchers selected BHS, which is in close proximity to the international border, as a site to uncover how social studies teachers and school administrators address U.S. international issues in classroom discussions. Within this setting, border pedagogy served as a framework for examining the work of educators on the U.S.-Mexico border. Specifically,the following question guided the researchers' investigation: To what extent and how are U.S. international policies addressed in social studies classrooms? [More] Descriptors: High Stakes Tests, Public Policy, Social Studies, High Schools

Pitzl, Jerry (2011). Revitalizing Communities in New Mexico, Phi Delta Kappan. The New Mexico Rural Revitalization Initiative (NMRRI), an innovative program to enhance the growth and development of rural communities, involves schools and students as part of a holistic approach. The program requires community members to take responsibility for revitalizing their economy and fosters an entrepreneurial spirit among students. [More] Descriptors: Holistic Approach, Rural Areas, Community Development, Rural Development

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