Bibliography: Mexico (page 024 of 481)

This bibliography is selected and organized by the Positive Universe: Mexico website.  Some of the authors featured on this page include Randall W. Engle, Martha B. McGivern, Diane Brooks, National Center for Education Statistics, Gilberto Gomez-Garza, Victor Korniejczuk, Rafael Villarreal-Calderon, Susan Chapman, Rafael Reynoso-Robles, and Kristin Anderson Moore.

Camacho-Villa, Tania Carolina; Almekinders, Conny; Hellin, Jon; Martinez-Cruz, Tania Eulalia; Rendon-Medel, Roberto; Guevara-Hernández, Francisco; Beuchelt, Tina D.; Govaerts, Bram (2016). The Evolution of the MasAgro Hubs: Responsiveness and Serendipity as Drivers of Agricultural Innovation in a Dynamic and Heterogeneous Context, Journal of Agricultural Education and Extension. Purpose: Little is known about effective ways to operationalize agricultural innovation processes. We use the MasAgro program in Mexico (which aims to increase maize and wheat productivity, profitability and sustainability), and the experiences of middle level "hub managers", to understand how innovation processes occur in heterogeneous and changing contexts. Design/methodology/approach: We use a comparative case study analysis involving research tools such as documentary review, key informant interviews, focus group discussions, and reflection workshops with key actors. Findings: Our research shows how a program, that initially had a relatively narrow technology focus, evolved towards an innovation system approach. The adaptive management of such a process was in response to context-specific challenges and opportunities. In the heterogeneous context of Mexico this results in diverse ways of operationalization at the hub level, leading to different collaborating partners and technology portfolios. Practical implications: MasAgro experiences merit analysis in the light of national public efforts to transform agricultural advisory services and accommodate pluralistic agricultural extension approaches in Latin America. Such efforts need long-term coherent macro level visions, frameworks and support, while the serendipitous nature of the process requires meso-level implementers to respond and adapt to and move the innovation process forward. Originality/value: This paper contributes to the debate on how to operationalize large programs by showing that the innovation support arrangements enacted in the field should allow for diversity and have a degree of flexibility to accommodate heterogeneous demands from farmers in different contexts as well as continuous changes in the politico-institutional environment. [More] Descriptors: Foreign Countries, Innovation, Agriculture, Administrators

Kasun, G. Sue (2016). Interplay of a Way of a Knowing among Mexican-Origin Transnationals: Chaining to the Border and to Transnational Communities, Teachers College Record. Background/Context: Transnational Mexican-origin youth comprise a large and increasing number of students in U.S. schools, yet their teachers have often misunderstood their backgrounds and the conditions related to their transnational movement over borders. With such a large number of immigrant/transnational youth in the U.S. of Mexican origin, it is important for educators to begin to understand their ways of knowing. Purpose: I describe chained knowing, a way of knowing of transnational Mexican-origin families. Family members were chained to the border and to their extended family and communities across borders, with the latter way of knowing as an ends in itself. I offer implications for educators, curriculum, and considerations surrounding immigration policy. Setting: Washington, DC area and two rural immigrant-sending communities in Mexico in the states of Jalisco and Michoacðn. Participants: Four working-class Mexican-origin families whose primary residence was in the Washington, DC area and who made return trips to Mexico at least every 2 years. Research design: This multi-sited, critical ethnographic work draws from participant observation and interviews with four families who were situated in the Washington, DC area. The research was collected over 3 years. Data collection and analysis: Through the interwoven lenses of border theory and Chicana feminism, the data were collected over 3 years and then analyzed and coded for emergent themes in an iterative process. The data were member checked with participants from each of the four participating families and also coded by an outside researcher. Findings: Mexican-origin transnationals in this study demonstrated an interconnected way of knowing as chained knowing: chained to both the border and to their extended communities spanning borders. Conclusions: The ways of knowing of transnational families should be understood by educators, researchers, and policy makers in order to help the curriculum better reflect the increasingly global context all students engage and the ways we understand the struggles of people across borders. [More] Descriptors: Mexican American Education, Mexican Americans, Immigrants, Family Relationship

Hamann, Edmund T.; Zuniga, Victor; Garcia, Juan Sanchez (2006). Pensando en Cynthia y su Hermana: Educational Implications of United States-Mexico Transnationalism for Children, Journal of Latinos & Education. We use 3 brief educational biographies of students in Mexico who have previously attended public school in the United States to introduce this literature review on United States-Mexico transnational students. This article is also the first of several planned articles stemming from a currently ongoing, Consejo Nacional de Ciencia y Tecnologia-supported research study. As such, the purpose here is to highlight some of the dynamics faced by students who need to negotiate 2 educational systems (the United States and Mexico) and who fit neither a classic United States immigrant typology nor the typical premises around which schooling in Mexico is organized. [More] Descriptors: Children, Public Schools, Foreign Countries, Biographies

Sanchez, Patricia (2009). Even beyond the Local Community: A Close Look at Latina Youths' Return Trips to Mexico, High School Journal. Drawing from nearly four years of qualitative research, this article examines the lives of three second-generation mexicanas living in northern California who maintain close ties to their families' natal communities in Mexico. This ethnographic portrait outlines the contours of belonging in these spaces, including the affection and close relationships established with members in Mexico and the enactment of their ritual and spiritual personae in local religious shrines in Jalisco. While the youth and other family members experience certain discrimination and marginalization in the United States–or are not treated as full citizens because they are immigrants of color–the local and family knowledge that the young women gain during their return trips to Mexico serves as a powerful counterstory of existence and helps temper the subtractive aspects of assimilation. [More] Descriptors: Foreign Countries, Immigrants, Qualitative Research, Adolescents

Martinez de Monarrez, Patricia; Korniejczuk, Victor (2013). Learning Styles and Attitudes toward Online Education in Four Universities in the State of Nuevo Leon, Mexico, International Journal on E-Learning. The purpose of this research was to find the relation-ship between the predominant learning styles among university online students and their attitude toward online education. Data were collected from 385 students enrolled in undergraduate and graduate programs from four universities in the state of Nuevo Leon, Mexico. Significant effects of predominant learning style on the attitude toward online education were observed. Students with the theorist, reflector and pragmatist preferred learning style obtained a higher attitudinal mean toward online education compared with the students with the activist preferred learning style. [More] Descriptors: Foreign Countries, Online Courses, Student Attitudes, Cognitive Style

Calderon-Garciduenas, Lilian; Mora-Tiscareno, Antonieta; Ontiveros, Esperanza; Gomez-Garza, Gilberto; Barragan-Mejia, Gerardo; Broadway, James; Chapman, Susan; Valencia-Salazar, Gildardo; Jewells, Valerie; Maronpot, Robert R.; Henriquez-Roldan, Carlos; Perez-Guille, Beatriz; Torres-Jardon, Ricardo; Herrit, Lou; Brooks, Diane; Osnaya-Brizuela, Norma; Monroy, Maria E.; Gonzalez-Maciel, Angelica; Reynoso-Robles, Rafael; Villarreal-Calderon, Rafael; Solt, Anna C.; Engle, Randall W. (2008). Air Pollution, Cognitive Deficits and Brain Abnormalities: A Pilot Study with Children and Dogs, Brain and Cognition. Exposure to air pollution is associated with neuroinflammation in healthy children and dogs in Mexico City. Comparative studies were carried out in healthy children and young dogs similarly exposed to ambient pollution in Mexico City. Children from Mexico City (n:55) and a low polluted city (n:18) underwent psychometric testing and brain magnetic resonance imaging MRI. Seven healthy young dogs with similar exposure to Mexico City air pollution had brain MRI, measurement of mRNA abundance of two inflammatory genes cyclooxygenase-2, and interleukin 1 beta in target brain areas, and histopathological evaluation of brain tissue. Children with no known risk factors for neurological or cognitive disorders residing in a polluted urban environment exhibited significant deficits in a combination of fluid and crystallized cognition tasks. Fifty-six percent of Mexico City children tested showed prefrontal white matter hyperintense lesions and similar lesions were observed in dogs (57%). Exposed dogs had frontal lesions with vascular subcortical pathology associated with neuroinflammation, enlarged Virchow-Robin spaces, gliosis, and ultrafine particulate matter deposition. Based on the MRI findings, the prefrontal cortex was a target anatomical region in Mexico City children and its damage could have contributed to their cognitive dysfunction. The present work presents a groundbreaking, interdisciplinary methodology for addressing relationships between environmental pollution, structural brain alterations by MRI, and cognitive deficits/delays in healthy children. [More] Descriptors: Pollution, Mexicans, Brain, Neurological Impairments

National Center for Education Statistics (2010). The Nation's Report Card Reading 2009 State Snapshot Report. New Mexico. Grade 4, Public Schools. Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in New Mexico was 208. This was lower than the average score of 220 for public school students in the nation. The average score for students in New Mexico in 2009 (208) was lower than their average score in 2007 (212) and was not significantly different from their average score in 1992 (211). In 2009, the score gap between students in New Mexico at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1992 (47 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 20 percent in 2009. This percentage was smaller than that in 2007 (24 percent) and was not significantly different from that in 1992 (23 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 52 percent in 2009. This percentage was smaller than that in 2007 (58 percent) and was not significantly different from that in 1992 (55 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] [More] Descriptors: Achievement Gains, Achievement Gap, Comparative Analysis, Educational Assessment

National Center for Education Statistics (2010). The Nation's Report Card Reading 2009 State Snapshot Report. New Mexico. Grade 8, Public Schools. Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in New Mexico was 254. This was lower than the average score of 262 for public school students in the nation. The average score for students in New Mexico in 2009 (254) was higher than their average score in 2007 (251) and was lower than their average score in 1998 (258). In 2009, the score gap between students in New Mexico at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1998 (41 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 22 percent in 2009. This percentage was greater than that in 2007 (17 percent) and was not significantly different from that in 1998 (23 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 66 percent in 2009. This percentage was not significantly different from that in 2007 (62 percent) and was smaller than that in 1998 (71 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] [More] Descriptors: Achievement Gains, Achievement Gap, Comparative Analysis, Educational Assessment

New Mexico Public Education Department (2007). New Mexico Statewide Assessment Program (NMSAP) Procedures Manual, 2007-2008. This manual has been prepared for all New Mexico Statewide Assessment Program (NMSAP) assessment administrators, teachers, school specialists, and principals. It includes information about the following topics: PED contacts, New Mexico Standards Based Assessments (SBA), Grades 3-8 and 11; New Mexico High School Competency Examination (NMHSCE); New Mexico Alternate Performance Assessment (NMAPA); New Mexico English Language Placement Test (NMELPT); New Mexico English Language Proficiency Assessment (NMELPA); and the National Assessment of Educational Progress (NAEP). Information provided includes administration dates, appropriate testing environments, student data variables, test administration guidelines, use and documentation of accommodations, special considerations for students with IEPs, special considerations for English Language Learners (ELL), and test administration for students with a variety of special circumstances. The manual includes four appendices: (1) Sample Pre-ID Label; SBA Biogrid (Grade 8); Bubbling 101; (2) Spring 2008 Procedures for SBA Accommodations #17, #12, #13, and #14; (3) Forms; and (4) NAEP Administration. (Contains 3 footnotes, 3 figures and 33 tables.) [This document was produced by the New Mexico Public Education Department.] [More] Descriptors: Student Evaluation, Student Placement, Performance Based Assessment, Minimum Competency Testing

McGivern, Martha B. (2013). "When You're in a Different Country, Things Are More Apparent": Gender and Study Abroad in Mexico, ProQuest LLC. This dissertation bridges the divide between comparative education and international education literature by examining student experiences in study abroad programs to make theoretical arguments about the role of culture in "doing" and "undoing" gender. The "undoing gender" framework in comparative education literature shifts the focus of sociological gender construction theories from the production of gender to its dismantling through educational programs and practices. This ethnographic study investigates how U.S. undergraduates enrolled in universities in Mexico question and in some cases, reify narratives of masculinity and femininity from back home as they confront variations in everyday expressions of gender among their peers. It explores and answers the central question, how do U.S. undergraduate participants in study abroad programs in Mexico experience and engage with the cultural production of gender? By asking how students experience the cultural production of gender, I sought to understand the role that cultural norms and practices around gender played in their academic and social lives in Mexico. Given these experiences, by asking how students engage with the cultural production of gender, I analyzed how they acted and discussed their actions related to gendered norms and practices. Empirical findings contribute to three bodies of scholarship–student learning in study abroad, undoing gender in educational settings, and the production of gender in higher education. Data includes the following: 150 hours of ethnographic observations collected over a six months of attending classes, orientations field trips, academic and social gatherings, and campus and nearby spaces; 83 interviews with 47 U.S. undergraduate students enrolled at one of the three universities in Puebla, Mexico; and analysis of program documents, including student handbooks, posters, and websites, as well as student authored materials. [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: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D [More] Descriptors: Study Abroad, Masculinity, Undergraduate Students, Foreign Countries

Collins, Ashleigh; Moore, Kristin Anderson; Paisano-Trujillo, Renee (2009). Implementing School-Based Services: Strategies from New Mexico's School-Based Health and Extended Learning Services. Research-to-Results Practitioners Insights. Publication #2009-01, Child Trends. Practitioners and policy makers from throughout New Mexico convened in Albuquerque in May 2008 for three Roundtable discussions on implementing school-based health services and extended learning opportunities in the state. Several of the Roundtable participants were involved in the New Mexico Community Foundation's Elev8 New Mexico initiative. This statewide initiative is part of a larger national effort to bring together middle school students' extended learning, comprehensive school-based health, and direct family supports and services into a comprehensive and holistic program. This case study builds on initial work conceptualizing the value of school-based services; outlines the challenges and strategies for implementing school-based services that were shared in the Roundtables; and highlights suggestions made by Roundtable participants for implementing these services. [More] Descriptors: School Health Services, Educational Opportunities, Statewide Planning, Middle School Students

Hill, Natashia J. (2013). Navigating Race and Cultural Identity: A Phenomenological Study of the Lived Experiences of African American Secondary Principals on the U.S.-Mexico Border of El Paso, Texas, ProQuest LLC. Presently the paucity of scholarship available is often unitary in nature and usually focuses on the lived experiences of African Americans principals in a predominately African American urban context and as well as emphasizes the necessity of same race principals for the purpose of mentorship and racial representation. Race and cultural identity are inaccurately seen as synonymous. However, this qualitative research is revisionist in nature by offering counter-narratives depicting African Americans' lived experiences as secondary principals on the U.S.-Mexico border of El Paso, Texas. This research illustrates the racial climate and race relations between two U.S. minorities, African Americans and Mexican Americans–where African Americans serve as principals at majority Mexican American secondary schools. This study used a series of Seidman (2006) semi-structured individual interviews, reflective journaling, intergroup Theory and phenomenology. A total of five research participants were obtained. Research participants were attained through a combination of purposeful and snowball sampling. Research participants were digitally recorded and were asked a series of questions regarding their perceptions of how each navigate and negotiate their race and cultural identity as it pertains to their role as secondary principals in majority Mexican American schools on the U.S.-Mexico border of El Paso, Texas. This study suggests same race affiliations in principalship selections do not necessarily have resonance on the U.S.-Mexico border of El Paso, Texas despite popular scholarship. Evidence in this study suggests that the perception of African American principals continues to be heavily influenced by popular media in gendered and racialized ways (Glanz, 1997; Tillman 2007). Although the level of racism is not as prevalent as initially assumed, racism is indeed present in El Paso, Texas. However, overarching evidence suggests that a significant amount of experienced conflict was a result of cultural differences, power differences, conformity vs. identity affirmation, and group boundaries as explained by Intergroup Theory. Ultimately, for African Americans, success and access to the secondary principalship in majority Mexican American schools on the U.S.-Mexico border of El Paso, Texas is feasible, but not without small bouts of racial complications and cultural misunderstandings. [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: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D [More] Descriptors: Race, Self Concept, African Americans, Principals

Ingman, Stan; Amin, Iftekhar; Clarke, Egerton; Brune, Kendall (2010). Education for an Aging Planet, Educational Gerontology. As low income societies experience rapid aging of their populations, they face major challenges in developing educational policies to prepare their workforce for the future. We review modest efforts undertaken to assist colleagues in three societies: Mexico, China, and Jamaica. Graduate education in gerontology has an important opportunity to expand research, training, and service-learning programs in global aging. [More] Descriptors: Graduate Study, Low Income, Gerontology, Foreign Countries

Meyers, Susan V. (2011). They Didn't Tell Me Anything": Women's Literacies and Resistance in Rural Mexico, Gender and Education. Drawing from ethnographic case studies, this article considers issues of women's access to education by exploring the literacy experiences of four women in rural Mexico. Ironically, as physical access to education in this area has increased, women's literacy experiences have become more complex, rather than more libratory. Formal literacy, as it plays out for women in this community, is experienced as both an oppressive force as well as a tool for resistance to other forms of oppression. More importantly, the stories in this article highlight the socially dynamic nature of literacy as these four women utilise interpersonal relationships in order to subvert oppressive norms. These findings have implications both for theories of literacy as well as for educators who wish to work in more engaged ways with women and their children who emigrate from areas like rural Mexico. [More] Descriptors: Females, Foreign Countries, Literacy, Access to Education

Nobles, Jenna (2011). Parenting from Abroad: Migration, Nonresident Father Involvement, and Children's Education in Mexico, Journal of Marriage and Family. In Mexico, a country with high emigration rates, parental migration matches divorce as a contributor to child-father separation. Yet little has been written about children's relationships with migrating parents. In this study, I use nationally representative data from the 2005 Mexican Family Life Survey to model variation in the interaction between 739 children in Mexico and their nonresident fathers. I demonstrate that, from the perspective of sending households, parental migration and parental divorce are substantively distinct experiences. Despite considerable geographic separation, Mexican children have significantly more interaction with migrating fathers than they do with fathers who have left their homes following divorce. Further, ties with migrant fathers are positively correlated with schooling outcomes, which potentially mitigates the observed education costs of family separation. [More] Descriptors: Divorce, Family Life, Parent Child Relationship, Foreign Countries

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