Bibliography: Mexico (page 019 of 481)

This annotated bibliography is curated specifically for the Positive Universe: Mexico website.  Some of the authors featured on this page include Vanessa Silla, G. G. Weisenfeld, Ron W. Wilhelm, Joelle Jenkins, Thomas B. Fordham Institute, Debra E. Bill, Tim Hobbs, Mary Beth Gilboy, Michelle Bauml, and Jason James Platt.

Weisenfeld, G. G. (2017). Implementing a Kindergarten Entry Assessment (KEA) System. CEELO FastFact, Center on Enhancing Early Learning Outcomes. A state department of education requested information about other states' efforts implementing Kindergarten entry assessments (KEAs). Reviewing experiences from other states implementing KEAs will help inform stakeholder discussions and decision points as they procure a KEA tool; specifically, identifying key data points and reporting; and understanding what teacher and administrator supports and conditions are necessary. States are at varying stages of KEA implementation, ranging from statewide implementation to piloting a tool or just beginning the conversation. The five states (Colorado, New Jersey, New Mexico, Maryland, and Washington) selected for this profile provide a detailed understanding of the mandate of the KEA and its purpose within each of these states, as well as challenges, and considerations that need to be made when implementing a KEA, such as how KEA data are accessed, used, and reported. [More] Descriptors: Kindergarten, School Readiness, Student Evaluation, Barriers

Civera, Alicia (2011). Exile as a Means for the Meeting and Construction of Pedagogies: The Exiled Spanish Republican Teachers in Mexico in 1939, Paedagogica Historica: International Journal of the History of Education. There has been little study of political exile as a means for transferring pedagogic ideas and models, which has been important in Latin America, especially in the case of the Spaniards exiled in Mexico after the defeat of the Second Republic at the end of the 1930s. The Mexican government's sympathy with the Second Republic allowed many teachers to come to Mexico, but this assistance was politically and professionally selective. Most teachers worked in private schools founded by the Republican Government with the support of liberal politicians and intellectuals. The institutions established in Mexico City were based on the Free Teaching Institution (Institucion Libre de Ensenanza, or ILE) principles but formed a school culture around the Spanish exile and were forced to reduce their co-educational intentions; those established outside the capital taught Mexican children and the children of earlier Spanish immigrants. The Freinet projects survived through individual effort. The three private schools that were founded represented the entrance of active or progressive schools into Mexico and became more popular in the 1960s and 1970s. The public education system tended towards the unification of school content and work, and was not very open to incorporating educational initiatives–even less so if these questioned the curricular structure, as was the case with Freinet. However, a group of very experienced Spanish inspectors and professional teachers managed to have a significant influence on the transition from teacher training college pedagogy to university pedagogy through their teaching and above all their pedagogic textbooks, which filled a void left by the eclectic pedagogy that prevailed in Mexico until the beginning of the 1940s. [More] Descriptors: Private Schools, School Culture, Textbooks, Educational Change

Berry, Caroline; Taylor, John (2014). Internationalisation in Higher Education in Latin America: Policies and Practice in Colombia and Mexico, Higher Education: The International Journal of Higher Education and Educational Planning. There is now an extensive literature about internationalisation in higher education. However, much of the research relates to North America and Europe. This paper is concerned with internationalisation in Latin America and seeks to consider perceptions and experiences in Colombia and Mexico, and to compare practice in the public and private sectors. Based on detailed analysis of interviews with senior managers in six universities, the paper shows a growing level of activity, with some increasing levels of planning and strategy. Important differences are identified in the response of public and private universities, reflecting funding differences and freedom to determine institutional priorities. [More] Descriptors: Higher Education, Educational Policy, Global Approach, Educational Research

Thomas B. Fordham Institute (2009). The Accountability Illusion: New Mexico. The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and policies to be used in tracking the adequate yearly progress (AYP) of schools toward these goals. This report examines New Mexico's NCLB accountability system, particularly how its various rules, criteria and practices result in schools either making AYP, or not making AYP. It also gauges how tough New Mexico's system is compared with other states. New Mexico combines both rigorous and more lenient requirements: state cut scores in math are close to or above the 50th percentile, while reading cut scores mostly hover around the 30th percentile. New Mexico's 99 percent confidence interval provides schools with greater leniency than the more commonly used 95 percent confidence interval found in other states. However, New Mexico's smaller-than-most subgroup size means that schools have more accountable subgroups than do similar schools in other states, making it difficult for large schools with many accountable subgroups to achieve AYP. Compared to the other 27 states examined, New Mexico places in the approximate middle of the distribution in terms of the number of schools making AYP. The report concludes that although in some respects, New Mexico's NCLB accountability system is working as intended by the legislation, NCLB shortcomings are also evident, and should be considerations for Congress in future reauthorizations of the act. (Contains 10 footnotes, 6 figures, and 6 tables.) [For "The Accountability Illusion," see ED504712. For individual state reports, see ED504680-ED504694, ED504700-ED504711, and ED504719.] [More] Descriptors: Federal Legislation, Educational Improvement, Educational Indicators, Federal Programs

Gilboy, Mary Beth; Bill, Debra E. (2011). Cultural Immersion Experience: Promoting an Understanding of Mexican American Nutrition and Food Traditions, Journal of Nutrition Education and Behavior. A week long immersion experience in Guanajuato, Mexico provided an opportunity for public health and nutrition students to improve their understanding of Mexican culture, nutrition, and food traditions. The experience positively impacted the students' understanding of the importance of cultural sensitivity in working with the local Mexican American population. [More] Descriptors: Foreign Countries, Cultural Education, Latin American Culture, Food

Mota, Alma Yvette (2017). A Latino Superintendent's Life History: A Re-Examination through Brown Eyes, ProQuest LLC. Research indicates Latino males are under-represented in the educational pipeline and administrative ranks of public education. Further studies attribute the Latino culture as contributing to the obstacles encountered in Latino advancement. This qualitative study was a life history of a first generation U.S. born Latino raised in a Texas-Mexico border town by his Mexican born mother. Using the combination of LatCrit and Resiliency Theories to frame the study, the research question examined the experiences of a first term Latino superintendent to understand how his attitudes, beliefs and behaviors were affected in his upbringing, how they influenced his navigation of the educational pipeline and how they contribute to his leadership of a majority-minority school district along the Texas-Mexico border. Through the in-depth interviews conducted with the primary participant and the contributions of secondary participants, data was analyzed by using Narrative Coding, Descriptive Coding, Value Coding, and InVivo Coding (Saldana, 2013) wherein the themes of family, support systems, and personal resiliency were identified using the participant's voice and own words. The key findings demonstrate the participant's trajectory and successful navigation through the educational pipeline were determined by the use and interplay of social capital and cultural capital (Monkman, Ronald & Theramene, 2005, p. 12). [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: Hispanic Americans, Males, Qualitative Research, Biographies

Hobbs, Tim; Silla, Vanessa; Beltran, Gloria (2008). Recommendations for Special Educators Collaborating with Newly Arrived Students from Mexico, Online Submission. The purpose of this presentation is to identify the challenges faced by special educators throughout North America in meeting the needs of Mexican-American students.  Recommendations will also be provided for collaborating with families from Mexico along the following dimensions: population and demographic factors, urbanization and the decline of rural communities, emigration to the United States, language and ethnicity, religious factors, interpersonal factors and family relations, schools and education and special education in Mexico. The following information and recommendations were gathered from interviews conducted in schools, clinics, communities and homes in multiple states and cities in Mexico.  Informants were parents, teachers, administrators, university faculty, children and others. [More] Descriptors: Special Education Teachers, Special Education, Mexican American Education, Mexican Americans

Field, Sherry L.; Bauml, Michelle; Wilhelm, Ron W.; Jenkins, Joelle (2012). Folk Dress, Fiestas, and Festivals: How Is Mexico Portrayed in U.S. Primary Grade Social Studies Textbooks?, Journal of Social Studies Research. This qualitative content analysis was conducted to determine how Mexico and Mexican people are portrayed in contemporary U.S. elementary social studies textbooks. Three textbooks from each of three major publishers were analyzed. Findings are presented in five sections: images and photographs, holidays, Mexican people and heroes, contested history, and portrayals of Mexican-U.S. relations. The authors identified three major themes across the textbooks including heavy emphasis on holidays and traditional folk costumes, a dearth of notable Mexican figures, and overall superficial coverage of Mexico and its people. Recommendations are provided for elementary textbook revisions that would more suitably foster cross-cultural understanding between U.S. children and their southern neighbors. [More] Descriptors: Foreign Countries, Mexicans, Cultural Awareness, Primary Education

Platt, Jason James (2012). A Mexico City-Based Immersion Education Program: Training Mental Health Clinicians for Practice with Latino Communities, Journal of Marital and Family Therapy. This article describes the philosophical foundations and educational methods of a Spanish language and cultural immersion program based in Mexico City, Mexico. The program is designed to assist U.S. graduate students in marriage and family therapy and clinical psychology programs to improve clinical service delivery with Latino clients. Utilizing critical pedagogy, the program works with future clinicians to develop multicultural and international competencies; acquire increased Spanish language skills; engage in self-of-the-therapist work; and expand their understanding of the historical and cultural influences shaping the mental healthcare needs of Latin American clients. A report of the themes from postimmersion surveys is provided and the implications for training are discussed. [More] Descriptors: Graduate Students, Critical Theory, Immersion Programs, Foreign Countries

Ó Tuama, Séamus; O'Sullivan, Siobhán (2015). Designing and Implementing Neighborhoods of Learning in Cork's UNESCO Learning City Project, Commission for International Adult Education. Cork, the Republic of Ireland's second most populous city, is one of 12 UNESCO Learning Cities globally. Becoming a learning city requires a sophisticated audit of education, learning and other socio-economic indicators. It also demands that cities become proactively engaged in delivering to the objectives set by the "Beijing Declaration on Building Learning Cities" which was adopted at the first UNESCO International Conference on Learning Cities in Beijing (2013) and the "Mexico City Statement on Sustainable Learning Cities" from the second conference in Mexico City (2015). The UNESCO learning city approach lays heavy emphasis on lifelong learning and social inclusion. In addressing these two concerns Cork city is piloting the development of two Learning Neighborhoods. The pilots are a collaboration between the City Council, University College Cork and Cork Education and Training Board who will work with the learning and education organizations and residents in each area to promote, acknowledge and show case active local lifelong learning. This paper looks at the context and design of these Learning Neighborhoods. [For the complete proceedings, see ED570489.] [More] Descriptors: Neighborhood Improvement, International Organizations, Program Design, Program Implementation

Reyes Fierro, María del Carmen; Delgado Alvarado, Natanael (2015). A TELL English Course to Meet the Needs of a Multilevel BA in ELT Group: What Was Wrong?, A Technology Enhanced Language Learning (TELL) course was designed to meet the needs of a multilevel first-semester group of students of the BA in English Language Teaching (ELT) taught at the School of Languages of the Juarez University of the State of Durango (ELE-UJED), Mexico. Amongst the relevant needs, students were to reach a CEFR B1.1 level of English (out of two CEFR B1 sub-levels), notwithstanding their very different overall skill level of English. They also had to be immersed in active, student-centred learning approaches in spite of the wide diversity of language teaching approaches used in their 5-7 previous curricular English courses, or possible additional study in Mexico or abroad. After the results of diagnostic tests and self-assessment checklists, teams were integrated according to similar levels of command. Empirical research carried out throughout the course and a post-study survey demonstrated that the integration of collaborative learning and technology-enhanced language learning, including computer-based assessment and video clip outcomes, were very useful elements for reaching the course goals. However, it was also found out that the designed checklists for self monitoring of progress were not used by students on a regular basis, even though the survey reported that only a quarter of them considered checklists as not useful/not very useful for raising awareness of their lacks, weaknesses, and strengths. [For full proceedings, see ED564162.] [More] Descriptors: English (Second Language), Second Language Instruction, Technology Uses in Education, Educational Technology

Fernández, Manual; Wegerif, Rupert; Mercer, Neil; Rojas-Drummond, Sylvia (2015). Re-Conceptualizing "Scaffolding" and the Zone of Proximal Development in the Context of Symmetrical Collaborative Learning, Journal of Classroom Interaction. The linked concepts of "scaffolding" and the Zone of Proximal Development (ZPD) were originally applied to the context of asymmetrical teaching and learning with a teacher or adult explicitly supporting a learner, usually a child, to achieve tasks beyond their ability when working alone. In this paper we investigate how these concepts need to be reconceptualized if they are to be applied to the different context of symmetrical learning amongst groups of peers. We present two separate studies. In the first one we analyze the type of talk used by a group of children from Mexico solving the Raven's Standard Progressive Matrices (RSPM) test together both before and after an intervention program teaching "exploratory talk". Our analysis demonstrates a ZPD created by the way in which they talk together. In the second study we present the comparison of the talk of two groups of children, one from Mexico and the other from the UK, solving together a single matrix from the RSPM test. Our analysis shows how the concept of "scaffolding" can be applied to understand how these groups of children use language to support shared thinking and learning. In both studies we found that applying ideas of "scaffolding" and the ZPD to symmetrical learning required the re-conceptualization of these concepts as characterizations of dynamic processes within dialogues. [More] Descriptors: Sociocultural Patterns, Scaffolding (Teaching Technique), Comparative Analysis, Intervention

Ramírez Díaz, Mario H.; Nieto Betance, Gabriela; García Trujillo, Luís Antonio; Chávez-Campos, David A. (2015). Teaching Physics at Preschool Level for Mexican Students in Order to Achieve the National Scientific Standards, European Journal of Physics Education. In its program of studies for preschool level, the Secretary of Public Education of Mexico promoted development of four standards of science: Scientific knowledge, applications of scientific knowledge and technology, skills associated to science, and attitudes associated to science. However, to develop this skills and reach out the standards there are some problems; one of them is lack of specific syllabus that allow to the teachers since a concept develop the skills needed to reach out the four standards in science. In this paper we shows the results of use physics concepts (specifically electricity) to build skills aimed to reach the standards of science in children of preschool level. We implemented an inquiry cycle that include generation questions, abstract conceptualization, demonstrative experiments, handling of experimental kits and a link of the experience with the real world, all around of concept of electric charge. We find finalizing the cycle that the kids achieved acquisition of a basic science vocabulary, developing of a greater capacity to interpret and represent natural phenomena and link of scientific knowledge with their environment, skills request to reach out standards of science in preschool students in Mexico. [More] Descriptors: Foreign Countries, Physics, Science Instruction, Preschool Education

Romo, Ana Cuevas; Vega, Marylola; Sampieri, Roberto Hernández (2015). Mexican Students at Primary School and Their Perception and Attitude towards Science, European Journal of Science and Mathematics Education. This study is part of a larger research project financed by CONACYT, the Mexican authority in Science, Research and Technology. The purpose of this study is to understand perception and attitude towards science of Mexican students at primary school level. Data were collected through a survey answered by 1,559 students from 38 private and public primary schools in 15 cities across Mexico. Findings show that the students from the sample have a positive perception of their science class, and a rather positive attitude towards science. They also report a positive attitude to math. They report that their teachers apply a diversity of teaching-learning techniques, such as the use of new technologies; the use of observation diaries; visits to museums, factories, parks and other institutions; applying surveys and interviews; teamwork; and so forth; which students like. Statistical analysis show no significant differences in attitude towards science between neither boys and girls, nor private and public school students. The complete research includes interviews to the students' teachers and the principals of their schools that will further the understanding of teaching and learning of research and science in basic education in Mexico. [More] Descriptors: Foreign Countries, Student Attitudes, Elementary School Students, Student Surveys

Kearns, Peter (2015). Learning Cities on the Move, Australian Journal of Adult Learning. The modern Learning City concept emerged from the work of OECD on lifelong learning with streams of Learning Cities and Educating Cities having much in common but having little contact with each other. While the early development of Learning Cities in the West has not been sustained, the present situation is marked by the dynamic development of Learning Cities in East Asia–especially in China, the Republic of Korea, and Taiwan. In this context, the paper discusses the evolution of three generations of Learning Cities since 1992 and speculates on the future. The experience of the first generation is discussed in terms of development in the UK, Germany, Canada, and Australia where initiatives, with some exceptions, have not been sustained. Beijing and Shanghai are discussed as examples of the innovative second generation in East Asia, which is seen as a community relations model in response to the socio-economic transformation of these countries. International interest in Learning Cities has now been enhanced following a major UNESCO International Conference on Learning Cities in Beijing in October 2013, which is to be followed by a Second International Conference in Mexico City. The Beijing Conference adopted the Beijing Declaration on Learning Cities supported by a Key Features document. The paper speculates on possible future development post Mexico City, including the situation in Australia, which is seen as opening opportunities for innovative initiatives. [More] Descriptors: Foreign Countries, Lifelong Learning, Municipalities, Educational Development

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