Bibliography: Mexico (page 023 of 481)

This bibliography is selected and organized by the Positive Universe: Mexico website.  Some of the authors featured on this page include Phillip Kellerman, Amelia Medina, Beau Thomas Hunsaker, Kalina M. Brabeck, Angela Murcia, Randa G. Burks-Keeley, Victor J. Rodriguez, Cristyn L. Elder, Stephen T. Sadlier, and Ann Unterreiner.

Guzman-Acuña, Teresa; Guzman-Acuña, Josefina; Sánchez-Rodriguez, Ivan (2016). Academic Teamwork among Members of the National Researchers System in Tamaulipas, Journal of Education and Training Studies. The objective of this article is to examine the participation of Mexican researchers in the state of Tamaulipas who are members of Mexico's National Researchers System (SNI) and are working in academic groups. The paper also seeks to understand their perceptions in relation to the usefulness of this structured System to their individual research projects and expertise. Based on a quantitative approach to research, a survey was answered by 46.19% of the total number of researchers in Tamaulipas who were affiliated to the SNI from December 2012 up to date. Data found indicated that an important minority (24%) believed that the work dynamics of the research groups identified are not necessarily more useful than individual academic work to increase research productivity. Additionally, researcher participants pointed out several negative aspects of these structures of knowledge production. [More] Descriptors: Teamwork, Educational Researchers, Teacher Attitudes, Group Membership

Weinstein, José; Hernández, Macarena (2016). Birth Pains: Emerging School Leadership Policies in Eight School Systems of Latin America, International Journal of Leadership in Education. School leadership has a core position within education policy worldwide. Comparative research in this area has been mainly focused on developed countries and has tended to neglect the situation of developing nations, including Latin American countries. Considering the above, this article presents the current status of school leadership policies in eight systems of Latin America: Argentina, Cearð/Brazil, Chile, Colombia, Ecuador, Mexico, Dominican Republic and Peru. The results highlight that, while in the majority of these systems measures aimed in this direction have been implemented, school leadership policies are still at an early stage, with several problems, contradictions, and lack of internal and external coherence. The article ends with a discussion about the tensions embedded on the translation of the Anglo-Saxon discourse of school leadership to the particular context of Latin America and suggests the need to rethink a regional local-response to the goal of promoting principal leadership. [More] Descriptors: Leadership Responsibility, Educational Policy, Foreign Countries, Policy Formation

Salinas, Cinthia; Alarcón, Jeannette D. (2016). Exploring the Civic Identities of Latina/o High School Students: Reframing the Historical Narrative, International Journal of Multicultural Education. Notions of citizenship, as taught through the official state curriculum, are narrow and fail to consider the importance of histories that reveal a composite of diverse races/ethnicities, multiple languages, and complex patterns of immigration and transnationalism. The richness of such histories embodies the experiences and contributions of Latinas/os along the geopolitical border of the United States and Mexico. This qualitative case study analysis focuses attention on the teaching and learning practices and experiences in a secondary classroom serving late arrival immigrant students. The teacher and students willingly trouble the existing historical narrative and consequently insert other perspectives and civic identities into said narrative. The uses of more critical notions of historical inquiry and knowledge of the historical narrative as a cultural tool are vital in disrupting traditional histories and themes, thus promoting civic participation among marginalized communities. [More] Descriptors: High School Students, Hispanic American Students, Hispanic Americans, History Instruction

Elder, Cristyn L.; Champine, Karen (2016). Designing High-Impact "Writing-to-Learn" Math Assignments for Killer Courses, Across the Disciplines. The body of literature on a Writing-to-Learn (WTL) approach in math courses offers up a variety of assignment types from which to choose. However, few of these articles provide empirical evidence on the ways these writing assignments contribute to students' learning. This mixed-methods study, conducted at the University of New Mexico, a Hispanic-Serving Institution, examines the effect of WTL assignments on students' success in two "killer courses": a Survey of Math class for non-STEM majors and a Calculus I class for STEM majors. While the quantitative results did not prove statistically significant, the qualitative results suggest that high-impact assignments are those that ask students to focus on procedural knowledge, or analyzing the process, rather than simply solving for the right answer. [More] Descriptors: Content Area Writing, Mathematics Instruction, Writing Assignments, Evidence

Martinez, James; Unterreiner, Ann; Aragon, Antonette; Kellerman, Phillip (2016). Immigration Reform and Education: Demystifying Mythologies about Latina/o Students, Multicultural Learning and Teaching. In this paper, the authors deconstruct commonly held mythologies about immigration to inform the critical discourse and support those educators who strive to be fair brokers of an inclusive educational system addressing the distinct needs of immigrant students. We (teacher educators and a community organizer) emphasize and clarify verifiable information that in fact refutes seven prevalent mythologies often articulated in the public debate. In our observations and experiences, this misinformation impacts decisions and fosters biases about Latina/o immigrants in the educational field, particularly impacting students from Mexico and Latin American countries. By debunking misinformation, we seek to inform a thoughtful discourse as advocates engaged to positively influence how these students are viewed by educators. This paper highlights evidence needed to advance the learning and educational success of Latina/o students. The hope of the authors is for a more thoughtful recognition of the immigrant student plight in the face of a nationally politicized and criminalized immigration stance. [More] Descriptors: Immigration, Hispanic American Students, Ethnic Stereotypes, Public Opinion

Medina, Amelia; Burks-Keeley, Randa G.; Costa-Guerra, Leslie; Ibrahim, Amal (2016). Freirian Perspectives on Becoming Female Researcher-Academics in Special Education, Educational Research and Reviews. Perhaps the most influential thinker about education in the late twentieth century is Paulo Freire. He has been particularly popular with informal educators with his emphasis on dialogue. According to Freire, to enter into dialogue presupposes equality amongst participants. Each must trust the others; there must be mutual respect and love (care and commitment). Each one must question what he or she knows and realizes that through dialogue existing thoughts will change and new knowledge will be created. This study highlights the diversity of life and professional experiences of one doctoral cohort at New Mexico State University in Special Education. We reflect on topics of gender, culture, and language by reflecting on the impact of individual backgrounds on our collaborative intent to build a doctoral learning community. [More] Descriptors: Special Education, Females, Gender Issues, Gender Differences

Brabeck, Kalina M.; Sibley, Erin; Taubin, Patricia; Murcia, Angela (2016). The Influence of Immigrant Parent Legal Status on U.S.-Born Children's Academic Abilities: The Moderating Effects of Social Service Use, Applied Developmental Science. The present study investigated the relationship between immigrant parent legal status and academic performance among U.S.-born children, ages 7-10. Building on previous research and a social ecological framework, the study further explored how social service use moderates the relationship between parent legal status and academic performance. Participants included 178 low-income, urban parent/child dyads; all parents were immigrants from Mexico, Central America, or the Dominican Republic and all children were U.S.-born citizens. Using a standardized academic assessment as the outcome, parent legal vulnerability was a significant negative predictor of children's academic performance on reading, spelling, and math subtests. Additionally, parent use of social services significantly and positively moderated the relationship between parent legal vulnerability and children's word reading and spelling skills, indicating that social service use can serve as a protective buffer against the negative associations between parental unauthorized status and child achievement. [More] Descriptors: Immigrants, Parent Background, Academic Achievement, Undocumented Immigrants

Sadlier, Stephen T. (2016). "La Parte Chusca" of a Pedagogical Here and Now: Oaxacan Teachers' Heteroglossic Joking about State Repression and Educational Reform, Journal of Latinos and Education. Faced with repression and reform, humor has become tactical for public school teachers in Oaxaca, Mexico, engaged in a decades-old movement that after 2006 involved intensified street- and school-based pedagogies. This piece explores how humor adds to a political project via mocking names, images, and dictates of elite leaders to bring a here and now to what is taken as inaccessible in the teachers' political lives. Humor forms part of an (e)sc(h)atology in which critical practices are part eschatological, a call for definite transformation, and part scatological, embodied vulgarity. "La parte chusca" (the funny part), its (e)sc(h)atological contribution, angles toward critical literacies in Oaxaca and beyond. [More] Descriptors: Educational Change, Public School Teachers, Humor, Activism

Cervantes-Soon, Claudia G. (2016). "Mujeres Truchas": Urban Girls Redefining Smartness in a Dystopic Global South, Race, Ethnicity and Education. Set against colonial narratives of border women and neoliberal ideologies increasingly permeating school systems around the world, this article maps out ways in which a group of young women in Ciudad Juarez, Mexico embody and reconstruct notions of smartness. I draw on Chicana feminist theory to introduce the concept of "mujeres truchas," a set of intelligences that stem from a life at the margins and a struggle for survival and hope. Further, they challenge Cartesian dualisms about knowledge by incorporating the rational and critical thought but also the physical and spiritual knowledges generated by everyday life in the barrio. This form of smartness also counters the individualism in post-feminist discourse by emphasizing decolonizing, healing, and collective goals. [More] Descriptors: Females, Neoliberalism, Feminism, Foreign Policy

Méndez, Sergio; Tirado, Felipe (2016). Enhancing Historical Reasoning: A Strategy Including Formative Assessment with Systematic Continuous Feedback, International Journal of Educational Psychology. Learning History promotes students' reasoning. According to Van Drie & Van Boxtel (2008), historical reasoning involves six elements: substantive concepts, metaconcepts, asking historical questions, using sources, contextualization, and argumentation. Although there are didactic strategies that promote historical reasoning, these do not include systematic continuous feedback using rubrics, which can be useful both in assessing and promoting students' progress and progression of ideas on metaconcepts. This study described the development of the six historical reasoning elements in a strategy that included formative assessment for K8 students. A case study was carried out in Mexico City: four teams of three students were formed according to their knowledge of history, with a single History teacher providing continuous systematic feedback on metaconcepts by using graded rubrics. Results showed that the six historical reasoning elements were developed in different ways and suggested possible methods for use in future didactics. [More] Descriptors: Formative Evaluation, Feedback (Response), History Instruction, Logical Thinking

Gómez-Rey, Pilar; Barbera, Elena; Fernández-Navarro, Francisco (2016). The Impact of Cultural Dimensions on Online Learning, Educational Technology & Society. Due to the increasingly multicultural nature of e-learning environments, it is critical that instructors and instructional designers be aware of the importance of cultural factors in education and that they deliver culturally adaptive instruction. The main challenge of this paper is identifying the critical success factors for multicultural online learning from learners' perceptions and their relationships with the six-dimensional Hofstede cultural model. Specifically, a categorization of the students' perceptions is proposed by combining multiple correspondence and clustering analyses. To that end, two surveys were conducted in four e-learning universities in four different countries: Spain, the USA, China, and Mexico. Findings from clustering analysis show that learners are categorized according to their autonomy levels at the beginning of the educational process, and they are classified according to their satisfaction levels at the end of the instruction. [More] Descriptors: Online Courses, Electronic Learning, Cultural Influences, Student Surveys

Mascaró, Maite; Sacristán, Ana Isabel; Rufino, Marta M. (2016). For the Love of Statistics: Appreciating and Learning to Apply Experimental Analysis and Statistics through Computer Programming Activities, Teaching Mathematics and Its Applications. For the past 4 years, we have been involved in a project that aims to enhance the teaching and learning of experimental analysis and statistics, of environmental and biological sciences students, through computational programming activities (using R code). In this project, through an iterative design, we have developed sequences of R-code-based activities that have been implemented in three institutions in Mexico and Portugal, in eight postgraduate and five undergraduate courses; these are hands-on sets of tasks in R script that include computer programming work and are meant to be carried out collaboratively (a sample of an Analysis of Variance (ANOVA) activity is given). Here, we focus on results that indicate that students tend to enjoy the courses, lose their fear of statistics, as well as develop some competencies for applying statistical methods and using computational tools, such as R, on their own data that may deepen their understanding of the biological phenomena they have to analyse. [More] Descriptors: Programming, Statistics, Biological Sciences, Foreign Countries

Lant, Christopher; Pérez-Lapeña, Blanca; Xiong, Weidong; Kraft, Steven; Kowalchuk, Rhonda; Blair, Michael (2016). Environmental Systems Simulations for Carbon, Energy, Nitrogen, Water, and Watersheds: Design Principles and Pilot Testing, Journal of Geoscience Education. Guided by the Next Generation Science Standards and elements of problem-based learning, four human-environment systems simulations are described in brief–carbon, energy, water, and watershed–and a fifth simulation on nitrogen is described in more depth. These science, technology, engineering, and math (STEM) education simulations illustrate design principles that make them engaging to students, such as dynamic visual environments that are controlled by the user and immediate visual feedback to user actions taken. The simulations are contextualized in real-world natural resources management challenges involving biogeochemical cycles, such as Gulf of Mexico hypoxia, which provide an opportunity to "win the game," while the introduction of complexity in steps provides scaffolding. Pretest versus posttest results indicate a substantial and statistically significant improvement in learning outcomes resulting from using the nitrogen simulation, though there was no comparable pedagogical control group. Attitudinal feedback indicates rich student engagement with the nitrogen simulation. [More]  [More] Descriptors: Energy, Water Quality, Conservation (Environment), Soil Science

Rodriguez, Victor J. (2013). Radical Dewey: Deweyan Pedagogy in Mexico, 1915-1923, Education and Culture. From 1915 to 1923, the pedagogy of John Dewey became an important pillar of anarchist and socialist projects of education in Mexico. These radical experiments were based on the belief in an open-ended world amenable to the intervention of a new subject of modernity whose unconstrained operations created rather than disrupted social order. Ironically, these experiments paved the way for the appropriation of Dewey by an emerging national state that posited homogenization, the eradication of difference, and the displacement of Native and religious worlds as necessary to create a shared set of values necessary for the operations of this subject. [More] Descriptors: Foreign Countries, Instruction, Educational History, Educational Experiments

Hunsaker, Beau Thomas (2013). Developing Degrees: An Exploratory Analysis of Laureate International Universities' 21st Century Entry into Mexico and Ecuador, ProQuest LLC. Laureate International Universities (LIU) embodies an emerging international phenomenon in which a multinational corporation (MNC) functions as a holding company that acquires and operates brick-and-mortar higher education institutions in a for-profit model; each individual portfolio institution granting degrees under its own name with any potential profits from each institution's operations flowing to the holding company after local expenses are paid. Organizational institutions theory outlines the desire to legitimize and achieve success prompts organizations to seek legitimating scripts beyond mere market dynamics; those factors and operating conditions that allow organizations to carry out their activities without undue scrutiny by members of society. This study employs a comparative sociological methodology to analyze patterns in the way LIU has sought operational legitimacy as a new social object in two nations in Latin America, specifically Mexico and Ecuador. Forty interviews with professional, government, and alumni participants in Mexico and Ecuador were conducted. Print and digital archival material and statistical data from UNESCO, the World Bank, and the governing education divisions of Mexico and Ecuador were also analyzed. Striking similarities were discovered in LIU's legitimation patterns in the cases, despite the countries embracing different development policies over the study period between 2000-2011. Three factors are vital to explaining LIU's legitimation in the cases analyzed: (1) acquiring and retaining state regulatory authority through purchasing existing local institutions; (2) advertising techniques that emphasize progressive norms and global connectivity, and (3) the transcendent global convergence of credentialing as a social norm which provides an uniquely conducive environment for this organization's activities across varied geopolitical contexts. [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: Foreign Countries, Private Colleges, Proprietary Schools, School Business Relationship

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