Bibliography: Mexico (page 021 of 481)

This annotated bibliography is compiled and customized for the Positive Universe: Mexico website.  Some of the authors featured on this page include Nate Maniktala, Erika Mein, Pat Hynes, National Center for Public Policy and Higher Education, Rhonda McClellan, Marcel Harmon, Frank Salamone, Inas Mahdi, Lois M. Meyer, and Aurora Varona Archer.

Oxford, Rebecca L.; Cuéllar, Lourdes (2014). Positive Psychology in Cross-Cultural Narratives: Mexican Students Discover Themselves While Learning Chinese, Studies in Second Language Learning and Teaching. Using the principles of positive psychology and the tools of narrative research, this article focuses on the psychology of five language learners who crossed cultural and linguistic borders. All five were university students learning Chinese in Mexico, and two of them also studied Chinese in China. The grounded theory approach was used to analyze and interpret the students' narratives. Seligman's (2011) PERMA model, the centerpiece of the modern view of well-being, provided the theoretical framework. The results led to the conclusion that language learning can be a major journey in self-discovery, rich in positive emotions tied to experiences of engagement, relationship, meaning, and accomplishment. [More] Descriptors: Psychology, Personal Narratives, Chinese, Second Language Learning

Harmon, Marcel; Larroque, Andre; Maniktala, Nate (2012). Post-Occupancy Evaluation (POE) Methodologies for School Facilities: A Case Study of the V. Sue Cleveland High School Post Occupancy Evaluation, Educational Facility Planner. The New Mexico Public School Facilities Authority (NMPSFA) is the agency responsible for administering state-funded capital projects for schools statewide. Post occupancy evaluation (POE) is the tool selected by NMPSFA for measuring project outcomes. The basic POE process for V. Sue Cleveland High School (VSCHS) consisted of a series of field investigations involving survey implementation, interviews, observations, focus groups as well as space condition assessments using dataloggers and hand held meters. The resulting data, combined with utility and demographic data on the students, teachers and staff, was then analyzed to provide a comprehensive building and occupant side picture of the facility. This process is applicable to any school environment and most facilities in general. Using the post occupancy evaluation (POE) case study for the V. Sue Cleveland High School (VSCHS) in Rio Rancho, New Mexico, as a primary example, the authors discuss selecting and implementing the proper tools for measuring school building performance. [More] Descriptors: State Government, Expenditures, High Schools, School Buildings

Perez, Aaron M.; McShannon, Judy; Hynes, Pat (2012). Community College Faculty Development Program and Student Achievement, Community College Journal of Research and Practice. Community college administrators look for strategies to help students. GRASP (Gaining Retention and Achievement for Students Program) is a semester-long faculty development program that coaches community college instructors about simple, effective teaching strategies that promote student academic achievement. GRASP is founded on the belief that academic achievement is based on good teaching, which begins with faculty development. The major assumption for GRASP is that faculty are the single most important factor for student success. GRASP was offered at Dona Ana Community College (DACC). Located in Las Cruces, New Mexico, just 40 miles from the border of Mexico, DACC has a student population that is 70% minority. Results for GRASP indicate that overall student success improved by 7.9%, and that overall student retention improved by 4.0% for students participating in GRASP. [More] Descriptors: Teacher Effectiveness, Community Colleges, Academic Achievement, Faculty Development

Gorrell, Bob; Salamone, Frank (2012). Identifying and Funding the Greatest Needs in School Facilities, Educational Facility Planner. How should public school facilities programs allocate limited resources to school facilities needs fairly, cost-effectively, and efficiently while taking into account facility condition, educational adequacy, and other priorities? New Mexico has developed a solution that overcomes key challenges that are common to school facilities programs across the country. The New Mexico-Public Schools Facilities Authority (NM-PSFA) system readily identifies schools and projects ranked according to facilities condition, educational adequacy, and other priorities, and the corresponding need for funding. Reports can be run in minutes versus hours, allowing the status of the facilities portfolio or individual buildings to be quickly and easily identified. In initial results, NM-PSFA has found that this system is meeting or exceeding the specifications established in its functional requirements criteria, and that the implementation process was smooth, professional, and rapid. All milestones and deliverables were achieved on time and on budget. [More] Descriptors: Public Schools, Facilities Management, Educational Facilities, Educational Finance

De Luna Velasco, Laura E.; Hernández Fernández, Antonio; Ferrándiz Vindel, Isabel María (2012). University Practice as a Key Factor in Increasing the Sensitivity to Educational Inclusion, Contemporary Issues in Education Research. The present article is based on research carried out in three universities, the University Center South (Cusur, Mexico), Jaen and Cuenca (Spain) on the influence of university practice in the development of sensitivity towards inclusive education in our students the first years of the Diploma in Education, using the subject "pedagogical basis of special education" and the equivalent Cusur and Cuenca. With the idea that the practices of the subject are the ideal time to promote positive attitudes towards inclusive education a questionnaire to collect data prior to the four month long activities focused on the presentation of case studies and program auditions radio "A Light in the Chest" which airs on Ciudad Guzman (Mexico) directed by Professor De Luna and which revolves around the inclusion. When the semester ended he turned to pass the quiz to test variations in sensitivity to educational inclusion or not been able to develop our university students. [More] Descriptors: Foreign Countries, College Students, Universities, Inclusion

Varona Archer, Aurora (2012). Analyzing the Extensive Reading Approach: Benefits and Challenges in the Mexican Context, HOW. Some scholars have highlighted the benefits of using extensive reading as a way to motivate students to learn a second language (L2). This article is derived from a study that aimed at implementing extensive reading in an action research project in a public University in Mexico. Therefore, the following article examines some arguments of different researchers who have carried out extensive reading studies in contexts of teaching English as a foreign language (TEFL). The implementation issues of this reading approach are also analyzed by the approach's constraints and educational practices in the Mexican TEFL context. The concluding remarks are an attempt to contribute to the growth of future research in the field of extensive reading in Mexico. [More] Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Action Research

Meyer, Lois M. (2016). Teaching Our Own Babies: Teachers' Life Journeys into Community-Based Initial Education in Indigenous Oaxaca, Mexico, Global Education Review. In an era when U.S. and Mexican teachers are valued more for their academic achievements than their community-based knowledge and local/ethnic identity (e.g. Teach for America, or its off-shoot, Teach for Mexico), this study provides initial results of a one-year (2011-2012) intensive professional development experience (called a "diplomado") for 35 indigenous teachers of Initial Education who are "teaching their own babies" in marginalized communities of Oaxaca, Mexico, as documented in portfolios of written and photographic evidence produced by the teachers as their final diplomado product. The goal was to enrich these local teachers' background knowledge and equip them with research skills to investigate and honor the communal practices, governance, and perspectives (known as "comunalidad") of the rural indigenous communities where they teach, in order to generate an authentic, community-based approach to Initial Education for pregnant mothers, babies and toddlers up to 3 years old–a ground-breaking alternative to the Mexican government's homogeneous Initial Education approach. Early findings indicate that these Oaxacan indigenous teachers faced a complex of internal and external challenges in this radical, regenerative work: they are young, female, mostly novice teachers, they lack professional preparation, and they have confronted racism throughout their own lives, especially and intensely in Mexican public schools. In the process of documenting communal life and early childhood socialization practices in rural communities where they teach, they confronted their own (often uneasy) biculturalism and bilingualism. "Communalizing" early education in indigenous Oaxaca involves reconstructing and revitalizing the indigenous identities and language use of children and teachers alike. Preparing these local indigenous teachers to "teach their own babies" is a challenging but invaluable and achievable task. [More] Descriptors: Foreign Countries, Faculty Development, Indigenous Populations, Portfolios (Background Materials)

McClellan, Rhonda; Hyle, Adrienne E. (2012). Experiential Learning: Dissolving Classroom and Research Borders, Journal of Experiential Education. During a summer cruise to Mexico and Central America, students earned academic credit for doctoral-level coursework in qualitative research approaches and data collection and analysis. This study explored how participants, 16 doctoral students at a midwestern university, perceived experiential education and its effect upon their understanding of qualitative research. Data included participants' observation field notes and reflective journaling. Analysis revealed three major themes: learning in a foreign context, experiencing how to work with a research team, and grappling with qualitative research. [More] Descriptors: Experiential Learning, Student Attitudes, Foreign Countries, Research Methodology

Tanner, Paul Edward (2012). Teacher Educators and Indigenous Language Rights Reform in Southern Mexico, ProQuest LLC. Nations throughout the world have increasingly looked at teacher education policy as a vehicle for reform of both the educational system and the society at large, and teacher quality is often positively associated with the quality of the overall educational system. Although such reforms often target pre-service teacher education, little is known about the teacher educators who play a central role in such reforms. While some studies have examined teachers as policy actors, little work has been done in the area of teacher educators as policy actors who interpret and implement education policy. This study fills that void by exploring the interaction between teacher educators' beliefs and values and a federal education policy in Mexico. One example of an attempt to engage in social reform by targeting teacher education is Mexico's General Law on the Linguistic Rights of Indigenous Peoples (2003), a measure aimed at improving educational opportunities for Mexico's diverse indigenous population, who suffer high poverty, low literacy, and limited educational opportunity. The law gives Mexico's indigenous students the right to a teacher who both writes and speaks the language of their community. It also requires Mexico's teacher education institutions to establish programs in Intercultural, Bilingual Education (IBE) and to include indigenous culture and languages in the curriculum. This study uses Spillane's (2006) cognitive sense-making framework to investigate how teacher educators in two southern Mexican states with large indigenous populations make sense of the reform. Employing a mixed-methods approach, I examined teacher educator attitudes and beliefs as both a catalyst for and an impediment to indigenous educational reform. I further considered whether or not such attitudes and beliefs are affected by the institutional and geographic contexts of the teacher educators and I looked at how the personal backgrounds of the teacher educators affected their beliefs and attitudes. I also analyzed the sources of policy information they found most useful in keeping current on recent educational policy. The study has broad implications for the fields of education, political science, and international development. [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: Indigenous Populations, Indigenous Knowledge, Teacher Educators, Educational Policy

Mulry, Laura J., Ed. (2007). Helping Students Succeed, New Mexico Higher Education Department. The annual report on the State of Higher Education in New Mexico has been enhanced to include more analysis as well as data. Compared to previous years, higher education in New Mexico is educating more New Mexicans and a broader spectrum of New Mexicans than ever before. Of particular importance given the mission to educate all of the citizens of the state is the increase in the number of Hispanic and American Indian students and graduates. New Mexico's challenge as a state is to develop strategies to increase degree attainment at all levels (from high school diplomas and GEDs to doctorates) while also focusing in particular on those degrees crucial to the New Mexico economy. A major priority for 2008 will be developing a comprehensive statewide approach to the issue of dual credit agreement for career technical education. [This document was published by the New Mexico Higher Education Department.] [More] Descriptors: Postsecondary Education, Community Colleges, Technical Education, State Legislation

National Center for Public Policy and Higher Education (2008). Measuring Up 2008: The State Report Card on Higher Education. New Mexico [Summary]. The purpose of a state report card is to provide the general public and policymakers with information to assess and improve post secondary education in each state. "Measuring Up 2008" is the fifth in a series of biennial report cards that evaluates states in six overall performance categories: (1) Preparation for post-secondary education and training; (2) Participation; (3) Affordability; (4) Completion; (5) Benefits; and (6) Learning. Respective findings for New Mexico relative to best-performing states include: (1) Underperformance in educating its young population could limit state access to a competitive workforce and weaken the state economy; (2) New Mexico does fairly well in providing college opportunities for its residents; (3) Higher education has become less affordable for students and their families; (4) New Mexico performs poorly in awarding certificates and degrees, but the state has improved over the decade; (5) A fairly small proportion of residents have a bachelor's degree, and the economic benefits to the state as a result are only fair; and (6) Like all states, New Mexico receives an "Incomplete" in Learning because there is not sufficient data to allow meaningful state-by-state comparisons. Based on previous state performance, the percentage of young adults in New Mexico who earn a high school diploma has remained stable since the early 1990s; college enrollment of young adults in New Mexico has improved slightly since the early 1990s; college enrollment of working-age adults, relative to the number of residents without a bachelor's degree, has declined; the share of family income, even after financial aid, needed to pay for college has risen substantially; the number of undergraduate credentials and degrees awarded in New Mexico, relative to the number of students enrolled, has increased since the early 1990s; and the percentage of residents who have a bachelor's degree has increased. (Contains 7 figures.) [For the National Report, see ED503494. For the complete New Mexico report, see ED503601.] [More] Descriptors: Higher Education, Academic Achievement, Academic Persistence, Access to Education

Skandera, Hanna; Pelayo, Icela (2016). Bilingual Multicultural Education Annual Report for the School Year 2014-2015, New Mexico Public Education Department. The Bilingual Multicultural Education Bureau (BMEB) strives to serve all students participating in BMEPs so that all students achieve the determined program goals as outlined by New Mexico statute and education code, these are: (1) students become bilingual and biliterate in English and a second language; and (2) students meet all academic content standards and benchmarks in all subject areas. The purpose of the Bilingual Multicultural Education Annual Report is to comply with state statute and inform stakeholders regarding the BMEB's efforts and how these are connected to PED's current initiatives. The BMEB actively works to streamline and provide data that can be used in meaningful and purposeful ways and is committed to improving the quality of data and of reporting. To that aim, the report focuses on these key areas as follows: (1) Collects and reports data on district, school, and student participation; (2) Collects and reports data regarding language proficiency in order to assess progress on BMEP goal 1; (3) Analyzes and reports achievement data based on the Partnership for Assessment of Readiness for College and Careers (PARCC) tests and on the New Mexico Standards Based Assessment (SBA) for relevant subgroups, including English ELs, to assess progress on BMEP goal 2; and (4) Evaluates and determines program effectiveness and use of funds for BMEPs. This report addresses these key areas with data for the 2014-2015 school year, providing some longitudinal data for comparison over time. Not all data is uniform, and where this may factor into the interpretation of data results, it is noted. [More] Descriptors: Bilingual Education, Multicultural Education, State Standards, Second Language Learning

Mein, Erika; Esquinca, Alberto (2014). Bilingualism as a Resource in Learning Engineering on the U.S.-Mexico Border, Action in Teacher Education. In this study, the authors examine the language practices of first- and second-year college students as they build disciplinary literacies within a cocurricular engineering leadership program. Conducted by two teacher educators and literacy/biliteracy researchers situated in the highly diverse U.S.-Mexico borderlands, the study examines the role of disciplinary language and literacy development among 12 "transfronterizo" (border-crossing) engineering students who crossed the U.S.-Mexico border on a regular basis, with a particular focus on the experience of two students. Drawing on systemic functional linguistics as well as sociocultural theories of literacy/biliteracy, the authors illustrate the ways in which these students moved fluidly between Spanish and English, as well as multiple registers and modalities, to make sense of engineering concepts. Findings build on recent studies of "transfronterizo" literacies and shed light on pedagogical practices that encourage students' use of their full linguistic repertoires in order to develop disciplinary literacy practices in engineering. [More] Descriptors: Bilingualism, Bilingual Students, Engineering, Engineering Education

García Villa, Carmen; González y González, Elsa M. (2014). Women Students in Engineering in Mexico: Exploring Responses to Gender Differences, International Journal of Qualitative Studies in Education (QSE). The percentage of women students in engineering in Mexico is still low compared to the percentage of women enrolled in higher education institutions in the country, which has achieved parity with male enrollment. It is thus important to understand how gender can shape the experiences of female college students in engineering programs, which was the focus of this study. Findings for this study are presented in two sections. We first describe how female students have an extra burden dealing with the possibility that their performance might confirm the stereotype of female inferiority in math and science and that they may be judged according to that stereotype. Secondly, we describe the challenges faced by female students in engineering colleges in Mexico, namely, a demanding academic curriculum, and competitive and individualistic environment. This study illustrates how successful female students negotiated the gendered expectations in engineering in Mexican engineering programs, and how they use resistance strategies like academic success to become accepted in the male-dominated engineering environment. [More] Descriptors: Foreign Countries, Engineering Education, Womens Education, Womens Studies

Mahdi, Inas; Jevertson, Jenn; Schrader, Ronald; Nelson, Anna; Ramos, Mary M. (2014). Survey of New Mexico School Health Professionals Regarding Preparedness to Support Sexual Minority Students, Journal of School Health. Background: For schools to be safe and supportive for students, school health professionals should be aware of the particular challenges lesbian, gay, bisexual, transgender, or questioning (LGBTQ) students face, especially the risk for discrimination, violent victimization, and depression in the school setting. We assessed school health professionals' preparedness to address needs of LGBTQ students. Methods: We conducted a secondary analysis of data collected during a New Mexico school health conference. This analysis focused on the preparedness of 183 school nurses, counselors, and social workers to address needs of LGBTQ students. Data were analyzed by using chi-square tests, other non-parametric tests, and logistic regression. Results: Social workers (84.6%) and counselors (81.5%) were more likely than school nurses (55.8%) to report moderate or high knowledge of LGBTQ youth health risks, including suicide and depression (p?<?0.001). Approximately half of school counselors and social workers reported no or low knowledge of LGBTQ community-based organizations or knowledge of counselors experienced with LGBTQ concerns. Conclusion: School health professionals in New Mexico do not appear prepared to address needs of LGBTQ students. Schools should consider integrating specific content about LGBTQ health risks and health disparities in trainings regarding bullying, violence, cultural competency, and suicide prevention. [More] Descriptors: School Safety, Educational Environment, Homosexuality, Sexual Orientation

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