Bibliography: Mexico (page 015 of 481)

This bibliography is selected and organized by the Positive Universe: Mexico website.  Some of the authors featured on this page include Sergio A. Bautista-Arredondo, Julie Ford, Kristin Stair, D. Joel Whalen, Aaron Redman, Luz A. Murillo, Alexandra M. Minnis, Christine M. Tucker, Erin Redman, and Brenda Seevers.

Tucker, Christine M.; Torres-Pereda, Pilar; Minnis, Alexandra M.; Bautista-Arredondo, Sergio A. (2013). Migration Decision-Making among Mexican Youth: Individual, Family, and Community Influences, Hispanic Journal of Behavioral Sciences. We explored migration decisions using in-depth, semistructured interviews with male and female youth ages 14 to 24 (n = 47) from two Mexican communities, one with high and one with low U.S. migration density. Half were return migrants and half were nonmigrants with relatives in the United States. Migrant and nonmigrant youth expressed different preferences, especially in terms of education and their ability to wait for financial gain. Reasons for migration were mostly similar across the two communities; however, the perceived risk of the migration journey was higher in the low-density migration community whereas perceived opportunities in Mexico were higher in the high-density migration community. Reasons for return were related to youths' initial social and economic motivations for migration. A greater understanding of factors influencing migration decisions may provide insight into the vulnerability of immigrant youth along the journey, their adaptation process in the United States, and their reintegration in Mexico. [More] Descriptors: Foreign Countries, Mexicans, Migration Patterns, Semi Structured Interviews

Arcos-Vega, José L.; Ramiro Marentes, Fabiola; Algravez Uranga, Juan J. (2017). Information and Communication Technologies (ICT) and Their Relation to Academic Results Indicators in State Public Universities in Mexico, Higher Education Studies. We present an analysis regarding Information and Communication Technologies (ICT) and their relation with indicators of academic results in bachelor's degree programs offered in state public universities in Mexico. This work is non experimental, cross-sectional, and correlational. The goal is to determine significant relations between variables: educational programs that incorporate telematics in their programs and courses of study, qualifications, withholding rates, completion rates, professional integration, along with graduates and employers satisfaction. The data is formed by 58 universities that presented their Program of Quality Strengthening in Education Institutions (PROFOCIE) projects before Ministry of Public Education (SEP) in 2015; and were processed in the statistic package SPSS, obtaining correlation coefficients. These results showed significant relation to withholding rates and student and graduates satisfaction, even though a significant relation was not found in degree indicators, completion rates, and professional integration. [More] Descriptors: Foreign Countries, Information Technology, Bachelors Degrees, Correlation

Galván, Israel Patiño (2017). Proposal of Postgraduate in Management to Collaborate with the Sustainable Regional Development in the State of Mexico, Higher Education Studies. Regional Development of the countries depends of the relation and interaction between enterprises, government, education sector and society, and the strategies to take advantage of the available resources. In that sense, the education sector plays a very important role as a supplier of competitive human capital. This study is the result of a special research made for Technologic of Higher Studies of Ecatepec which is interested in launching a new postgraduate program that can respond to the new regional challenges. Nowadays it doesn't exist an educational program in the State of Mexico that collaborates in generation of specialized human capital to manage the productive and administrative process of the enterprises. This research is supported with the induction deduction, analysis-synthesis methodologies, moreover, the information gathering of different database scholars was reviewed, and it was also compare institutions within similar context and programs to get and analyzing previous research about tendencies of modern management. [More] Descriptors: Foreign Countries, Human Capital, Technological Advancement, Public Sector

Redman, Aaron; Redman, Erin (2017). Is Subjective Knowledge the Key to Fostering Sustainable Behavior? Mixed Evidence from an Education Intervention in Mexico, Education Sciences. Educational interventions are a promising way to shift individual behaviors towards Sustainability. Yet, as this research confirms, the standard fare of education, declarative knowledge, does not work. This study statistically analyzes the impact of an intervention designed and implemented in Mexico using the Educating for Sustainability (EfS) framework which focuses on imparting procedural and subjective knowledge about waste through innovative pedagogy. Using data from three different rounds of surveys we were able to confirm (1) the importance of subjective and procedural knowledge for Sustainable behavior in a new context; (2) the effectiveness of the EfS framework and (3) the importance of changing subjective knowledge for changing behavior. While the impact was significant in the short term, one year later most if not all of those gains had evaporated. Interventions targeted at subjective knowledge will work, but more research is needed on how to make behavior change for Sustainability durable. [More] Descriptors: Foreign Countries, Knowledge Level, Sustainability, Intervention

Whalen, D. Joel, Ed. (2017). Selections from the ABC 2016 Annual Conference, Albuquerque, New Mexico: Teaching Innovations Soaring Like a Flight of Balloons over Albuquerque, Business and Professional Communication Quarterly. This article, the second of a two-part series, presents 12 assignments designed to help students increase their online communication skills, conduct professional conferences, use advanced presentation software, develop problem-solving and critical thinking, gain greater awareness of gender effects in communication, and perform community service. These teaching innovations debuted at the 2016 Association for Business Communication's annual conference in Albuquerque, New Mexico. Additional teaching materials–instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, and sample student projects–are posted on these websites: and [The 12 teaching innovations are written by: William Christopher Brown, Timothy Clipson, Kathleen Ditewig-Morris, Susan Hall Webb, Nancy Hicks, Cynthia M. Hofacker, Christina Iluzada, Susan L. Luck, Lorelei Ortiz, Leslie Ramos Salazar, Allyson D. Saunders, and Carol Wright. For the first article in this series, see EJ1144595.] [More] Descriptors: Conferences (Gatherings), Communication Skills, Critical Thinking, Problem Solving

Murillo, Luz A. (2017). "Aquí No Hay Pobrecitos": Decolonizing Bilingual Teacher Education in the U.S.-Mexico Borderlands, Diaspora, Indigenous, and Minority Education. This article describes bilingual teacher preparation at a public university on the U.S.-Mexico border. I examine colonizing language ideologies that are reproduced in the local schools and teacher preparation programs, and show how preservice teachers engaged in Participatory Action Research to counter negative ideologies about bilingualism and bilingual children (Flores 2013). Through the use of decolonizing pedagogies (Tejeda, Espinoza & Gutierrez, 2003) aimed at disrupting a cycle of linguistic and cultural reproduction, participants learned to question and challenge deficit views toward Mexican-origin and bilingual learners. Alternative pedagogies included language and literacy autobiographies, case studies of emergent bilingualism, and analysis of the local linguistic landscape. I show that decolonizing pedagogical tools are necessary for transforming persistent negative ideologies about Spanish and Tex-Mex that continue to silence many children and teachers in the region. [More] Descriptors: Foreign Countries, Bilingual Teachers, Teacher Education Programs, Regional Schools

Durá, Lucía; Salas, Consuelo; Medina-Jerez, William; Hill, Virginia (2015). De aquí y de allá: Changing Perceptions of Literacy through Food Pedagogy, Asset-Based Narratives, and Hybrid Spaces, Community Literacy Journal. In this article we describe La Escuelita Afterschool Program, an interdisciplinary, inter-institutional, after-school literacy partnership on the U.S.-Mexico border. The Escuelita Program used food pedagogy to tap into funds of knowledge, bridging home and school literacies. In doing so, the program challenged deficit thinking and enhanced K-6 students' curiosity and engagement around traditional subjects: science, math, reading, and writing. Through a process of experimental curriculum design and a variety of qualitative data collection methods, we discuss how food pedagogy can help to change deficit-based narratives and how it helps expand the scope of literacy acquisition. [More] Descriptors: Foods Instruction, After School Programs, Interdisciplinary Approach, Cultural Capital

Vega, Desireé; Lasser, Jon; Plotts, Cynthia (2015). Global Migration: The Need for Culturally Competent School Psychologists, School Psychology International. Never before have more children lived away from their home countries. Given the unique social, emotional, and academic needs of children who have migrated, school psychologists must be well prepared to meet these growing demands. Consequently, school psychology training programs must invest in the preparation of culturally competent future school psychologists. In this article, we review relevant literature regarding children, migration, and school psychology and then describe a model training program that was developed to prepare school psychologists in Texas, where there are a significant number of migrant children from Mexico and South America. Broader implications for training school psychologist in the areas of cultural and linguistic diversity are discussed. [More] Descriptors: School Psychologists, School Psychology, Cultural Relevance, Global Approach

Wei, Tie; Ford, Julie (2015). Enhancing the Connection to Undergraduate Engineering Students: A Hands-On and Team-Based Approach to Fluid Mechanics, Journal of STEM Education: Innovations and Research. This article provides information about the integration of innovative hands-on activities within a sophomore-level Fluid Mechanics course at New Mexico Tech. The course introduces students to the fundamentals of fluid mechanics with emphasis on teaching key equations and methods of analysis for solving real-world problems. Strategies and examples for moving beyond a traditional lecture-based course are shared, with links highlighting various media used in the course. Implementation of an end-of-semester survey, examples of student performance on select assignments, and qualitative feedback from students indicate the effectiveness of these hands-on activities designed to increase student engagement. [More] Descriptors: Engineering Education, Undergraduate Students, Educational Innovation, Hands on Science

Asomoza, Alejandra Nuñez (2015). Students' Perceptions of the Impact of CLIL in a Mexican BA Program (Percepciones de los estudiantes sobre el impacto de la enseñanza de contenido-lengua integrados en un programa de pregrado en México), PROFILE: Issues in Teachers' Professional Development. Content and language integrated learning is an innovative pedagogical approach used in educational institutions worldwide. This study considers information and experiences from various settings in order to explore content and language integrated learning within the Mexican context. This study reports the perceptions of students in a BA program. Through the study's using qualitative research, the students' voices students reveal their emotions, struggles, benefits, and opinions related to taking content and language integrated learning classes. The analysis of the participants' information shows the potential for implementing content and language integrated learning programs in Mexico in that it suggests some areas of improvement for teachers, material design, administrators, and institutions in general. [More] Descriptors: Foreign Countries, Student Attitudes, Bachelors Degrees, Integrated Activities

Prieto, Linda; Claeys, Lorena; González, Everardo Lara (2015). Transnational Alliances: "La Clase Mágica–Nepohualtzitzin" Ethnomathematics Club, Journal of Latinos and Education. This article exposes the ancient "Nepohualtzitzin" as an important contemporary mathematical tool. The design and development of "Nepohualtzitzin" Ethnomathematics Clubs (NECs) in predominantly Latina/o and low-income schools is also presented. NECs provide informal learning opportunities to develop and strengthen cultural connections to and abilities in mathematics for bicultural-bilingual learners, their parents, and teacher candidates. The formation of NECs is made possible through transnational alliances developed over time between the University of Texas at San Antonio, Secretaría de Educación Pública de México (Ministry of Public Education of Mexico), Coahuiltecan Indian Nation, Aztlðn Associates, Danza Azteca Xinachtli, and Tzicatl–Community Development Corporation. [More] Descriptors: Clubs, Mathematics Instruction, Hispanic American Students, Low Income Groups

Hanusch, Folker; Mellado, Claudia; Boshoff, Priscilla; Humanes, María Luisa; de León, Salvador; Pereira, Fabio; Márquez Ramírez, Mireya; Roses, Sergio; Subervi, Federico; Wyss, Vinzenz; Yez, Lyuba (2015). Journalism Students' Motivations and Expectations of Their Work in Comparative Perspective, Journalism and Mass Communication Educator. Based on a survey of 4,393 journalism students in Australia, Brazil, Chile, Mexico, South Africa, Spain, Switzerland, and the United States, this study provides much-needed comparative evidence about students' motivations for becoming journalists, their future job plans, and expectations. Findings show not only an almost universal decline in students' desire to work in journalism by the end of their program but also important national differences in terms of the journalistic fields in which they want to work, as well as their job expectations. The results reinforce the need to take into account national contexts when examining journalism education across the globe. [More] Descriptors: Foreign Countries, Comparative Education, Journalism Education, College Students

Seevers, Brenda; Stair, Kristin (2015). Exploring Community Partnerships in Agricultural and Extension Education, Journal of Extension. The descriptive study reported here sought to discover how Extension and agricultural education programs develop and use community partnerships to enhance educational programming. The population was a census of all New Mexico Extension agents and agricultural education teachers. Agents partnered with 57 different agencies/organization and teachers with 44 different groups. Agents were more likely to share programming efforts and resources, and serve on advisory committees. Teachers were more likely to share resources and programming efforts. More strengths than limitations were identified by both groups as reasons to collaborate. Both groups strongly agreed that sharing time and expertise can benefit programs. [More] Descriptors: Partnerships in Education, Extension Education, Agricultural Education, Community Involvement

Quiroga-Garza, Alejandro; Reyes-Hernández, Cynthia Guadalupe; Zarate-Garza, Pablo Patricio; Esparza-Hernández, Claudia Nallely; Gutierrez-de la O, Jorge; de la Fuente-Villarreal, David; Elizondo-Omaña, Rodrigo Enrique; Guzman-Lopez, Santos (2017). Willingness toward Organ and Body Donation among Anatomy Professors and Students in Mexico, Anatomical Sciences Education. Most anatomists agree that cadaver dissection serves as a superior teaching tool in human anatomy education. However, attitudes toward body donation vary widely between different individuals. A questionnaire was developed to determine the attitudes toward body and organ donation among those who learn the most from cadavers: medical students, medical student teaching assistants, medical students involved in research, and anatomy professors. A cross-sectional, prospective study was designed in which the questionnaire was distributed among first-year human anatomy students before undertaking cadaver dissection at the beginning of the semester, and then again after a commemoration service at the end of the course. The questionnaire items included demographic data, as well as questions designed to characterize participants' attitudes regarding body/organ donation from strangers, family members, and whether participants would consider such practices with their own bodies. Out of a total of 517 students enrolled in the Human Anatomy course in the Medical School at the Universidad Autónoma de Nuevo León, Mexico during January to June 2016, 95% responded to the first (491) and second (490) surveys. Participants' opinions on their own organ donation was similar before and after exposure to cadaver dissection, with between 87% and 81% in favor of such practices, and only 3% against it, in both surveys. Participants' willingness to donate their own bodies, as well as those of family members, increased, while reluctance regarding such practices decreased by half (P < 0.0001 and P < 0.05). Professors had the highest rates of positive opinions regarding their own body donation (74.9%), with 18.8% undecided. Low opposition toward organ and body donation remains prevalent among both anatomists and physicians in training in Mexico. [More] Descriptors: Foreign Countries, Anatomy, Human Body, Donors

Monroy, Pedro Salazar; Arcos-Vega, José L.; Garcia, Juan J. Sevilla (2017). Analysis of Ordinary Public Fund and Its Impact on the Quality of Academic Programs in the Higher Education in the Subsystem of the Polytechnic Universities in Mexico, Higher Education Studies. In 2015, there was the need of making this study to determine the efficient and effectiveness management for making decisions in respect to the ordinary fund allocations and their impact on the quality of the academic programs into the Polytechnic engineering universities in Mexico. This analysis is very important for providing essential evidence to improve the granting of financial resources to these institutions for the educational activities. Front to a novel educational system of higher education is essential to evaluate the quality of it to achieve its goals. The information evaluated shows important findings, in regards to the institutions for having more evaluatable academic programs than non-accessible academic programs. Being the first ones, which receive a larger fund for their operation. [More] Descriptors: Foreign Countries, Higher Education, Decision Making, Resource Allocation

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