Bibliography: Mexico (page 026 of 481)

This annotated bibliography is compiled and customized for the Positive Universe: Mexico website.  Some of the authors featured on this page include Susan V. Meyers, Molly O'Shaughnessy, Jane McGrath, David O'Brien, Fahzy Abdul-Rahman, Riccardo Natoli, Mary Ledbetter, Segu Zuhair, Luis Urrieta, and Janette A. Schluter.

Cashman, Timothy G. (2013). Border Pedagogy as a Conduit to Greater Understanding, Multicultural Education. The article describes a study that was conducted in Malaysia, and at the borders of Chihuahua, Mexico, and Ontario, Canada, to compare the reactions of social studies teachers from Canada, Malaysia, and Mexico to the bombing of Iraq by the U.S. on March 20, 2003. The key objective of the investigations in all three countries was to uncover attitudes and pedagogical comparisons of educators and their students regarding recent and current U.S. policies. The influence of the curriculum, transnational studies and understanding of border pedagogy on lesson planning were explored. Five questions guided this research in the three countries: (1) How much time is devoted to the discussion of U.S. policies? (2) How much open discourse exists in classrooms? (3) What, if any, ideological differences are evident in classrooms during their discussions that included U.S. policies? (4) How have discussions of U.S. policies changed over recent years? and (5) Why should others, and particularly Americans, be informed of perspectives in another country's social studies classrooms? This study provides additional insight about the impact of U.S. international policies, including the nation's recent courses of action. It also seeks to uncover the following in Malaysia, Mexico, and Canada: What are the perceptions of educators and how do educators report on their classroom discussions of U.S. policies and, in particular, U.S.-led wars and anti-terrorism measures? The findings indicate that U.S. educators can learn from the narratives of educators in other countries. If genuine change is to occur, the present U.S. educational system must play a significant role in investigating and addressing the root causes of global conflicts. [More] Descriptors: Foreign Countries, War, Social Studies, Cross Cultural Studies

Meyers, Susan V. (2009). So You Don't Get Tricked: Counter-Narratives of Literacy in a Rural Mexican Community, Community Literacy Journal. A recent nine-month field study considered the relationships among school-sponsored and community forms of literacy practices in a migrant-sending area of rural Mexico. While many teachers in rural Mexico argue that students should remain in school rather than migrate to the U.S., this study demonstrates the ways in which schools in rural Mexico often do not recognize the needs of the communities that they serve. As a result, students in these schools often develop a pragmatic orientation toward formal literacy. While many of the skills that they learn help them navigate commercial and government bureaucracies, these students do not adopt the values embedded in formal education. Rather, they implicitly question the promise of education as a neutral means to social and economic mobility. [More] Descriptors: Mexican Americans, Foreign Countries, Rural Schools, Community Needs

Hunter, Virginia Rae (2017). Higher Education Finance: A Case Study of Minority-Serving Institutions in New Mexico, ProQuest LLC. This study explores the relationship between state and federal funding policies and the ability of minority-serving institutions (MSIs) to support low-income and minority students. The way US public higher education is financed has changed dramatically since the Great Recession. State appropriations to institutions have declined (SHEEO, 2017), tuition increases have dramatically outpaced growth in household income (College Board, 2016a) and state financial aid has drifted from need-based to merit-based (College Board, 2016b). Many wonder how this policy environment is impacting low-income and minority students and the institutions that serve them. MSIs have risen to the forefront of institutions committed to serving these students, and more should be known about how these institutions are affected by the current fiscal policy environment. The purpose of this study is to explore the relationship between finance policies and the ability of MSIs to serve their students. Case study methodology was used to provide an in-depth analysis of how three campuses in New Mexico respond to state and federal finance policies and shifting revenue streams, and how these responses impact students. The three campuses include one Native American-serving Nontribal Institution that is a community college, and two Hispanic-Serving Institutions–a community college and a regional comprehensive university. These campuses share similar geographic and student characteristics, but are funded through different finance polices. The findings suggest that: local appropriations play a critical role in the fiscal stability of community colleges in New Mexico; state funding favors well-resourced institutions and students; and institutional leaders perceive federal funding as providing the most support for low-income student success. This study also reveals that finance policies in the state are not aligned to their full potential for increasing degree attainment. [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: Correlation, State Aid, Federal Aid, Financial Support

Booker, John M.; Schluter, Janette A.; Carrillo, Kris; McGrath, Jane (2011). Quality Improvement Initiative in School-Based Health Centers across New Mexico, Journal of School Health. Background: Quality improvement principles have been applied extensively to health care organizations, but implementation of quality improvement methods in school-based health centers (SBHCs) remains in a developmental stage with demonstration projects under way in individual states and nationally. Rural areas, such as New Mexico, benefit from the use of distance education techniques to reach providers throughout the state. Methods: The Envision New Mexico (ENM) Quality Improvement Initiative involves training in quality improvement concepts and methods, identification of best practices for selected clinical services, and repeated use of data to measure changes leading to improvement. The ENM employs the Model for Improvement and the "Plan-Do-Study-Act" tool, which enables providers to self-evaluate, set goals, and assess results with their own data. Results: Providers tend to overestimate their use of best practices. Contrasting these perceptions with findings from medical record reviews can provide impetus and focus for quality improvement through changes in specific clinical practices and management systems. Preliminary findings from New Mexico suggest that quality improvement interventions can be effective, with initial improvements over baseline reviews typically in the 20-40% range. Conclusion: Systematic efforts to enhance the quality of care can help improve both the effectiveness and efficiency of SBHCs, and provide evidence of the value of the care provided. Simple, efficient quality improvement techniques, with the use of distance learning technologies, can help achieve the full promise of expanded school-based health care. [More] Descriptors: Management Systems, Distance Education, Rural Areas, School Health Services

DiPerna, Paul (2011). New Mexico K-12 & School Choice Survey: What Do Voters Say about K-12 Education? Polling Paper Number 4, Friedman Foundation for Educational Choice. The "New Mexico K-12 & School Choice Survey" project, commissioned by The Friedman Foundation for Educational Choice and conducted by Braun Research Incorporated (BRI), measures New Mexico voters' familiarity and views on a range of K-12 education issues and school choice reforms. The author and his colleagues report response "levels" and "differences" (they use the term "net score" or "net") of voter opinion, and the "intensity" of responses. Where do the voters stand on important issues and policy proposals in K-12 education? They provide some observations and insights in the following pages of this paper. A randomly selected and statistically representative sample of New Mexico's registered voters recently responded to 17 substantive questions and 11 demographic questions. A total of 808 telephone interviews were conducted in English or Spanish from September 12-18, 2011, by means of both landline and cell phone. Statistical results were weighted to correct for known demographic discrepancies. The margin of sampling error for the total sample of interviews is plus or minus 3.5 percentage points. In this project the author and his colleagues included two split-sample experiments. A split sample design is a systematic way of comparing the effects of two or more alternative wordings for a given question. The purpose is to see if particular wording, or providing a new piece of information, can significantly influence opinion on a given topic. Key findings include: (1) The vast majority of New Mexico's voters (78%) are paying attention to issues in K-12 education. Only 21% of voters say they pay no attention; (2) New Mexico voters are more likely to think that K-12 education is on the "wrong track" (52%) compared to heading in the "right direction" (34%); (3) Nearly two out of three New Mexico voters give the state's public school system sub-par ratings (32% say "good" or "excellent"; 65% say "fair" or "poor"); (4) Generally speaking, New Mexico voters have little idea how much is spent in the public schools. There is a substantial information gap; (5) When given the latest per-student spending information, voters are more likely to say public school funding is at a level that is "about right" or "too high" compared to answering without having such information; (6) When asked for a preferred school type, New Mexico voters show a major disconnect between their preferred school types and actual enrollment patterns; (7) Nearly one out of five voters in the survey prioritize a "better/quality education" as the key attribute they are looking for in the selection of a school. The second most important attribute, as suggested by 15% of all voters, is "individual/one-on-one attention"; (8) New Mexico voters are much more likely to favor charter schools (72%) rather than oppose such schools (11%); (9) The jury is still out on virtual schools. As defined in the survey, New Mexico voters generally oppose the idea of virtual schools. Half of all respondents (50%) oppose virtual schools compared to those who say they favor them (38%) as a school option; (10) In a split-sample experiment, the author and his colleagues asked two slightly different questions about tax-credit scholarships. At least 62% (and as much as 71%) of voters say they favor such a system, compared with 25% (and as little as 17%) who say they oppose; (11) Voters overwhelmingly support a tax-credit scholarship system for special-needs students (78% favor vs. 15% oppose); (12) New Mexico voters support an "education savings account" system (also called "ESA"). The percentage of those who favor the policy (56%) is much larger than the proportion who say they oppose (34%); and (13) New Mexico voters say they are supportive of school vouchers. (Contains 1 footnote.) [This survey was co-sponsored by the Hispanic Council for Reform and Educational Options.] [More] Descriptors: Elementary Secondary Education, School Choice, Educational Quality, Educational Vouchers

Mulry, Laura J., Ed.; Weldon, Tyler, Ed. (2009). Helping Students Succeed. Annual Report, 2009, New Mexico Higher Education Department. This annual report shows the breadth and scope of the work achieved on behalf of the students across New Mexico. This document is a reflection of the commitment from the higher education and public education communities as well as that of the New Mexico Higher Education Department to further educational and professional opportunities for every student. Although the authors acknowledge that more must be done to increase educational attainment for all New Mexicans, the contents of this report demonstrate that much is currently under way toward reaching that goal. [More] Descriptors: Higher Education, Educational Attainment, Public Education, Educational Opportunities

Sherman, Ross; Ibarra, Hugo (2013). Being Here, but Not Here, Phi Delta Kappan. The authors tell a story of the effects of state and national immigration policies on one teenage girl, and use that situation to call for change that will benefit her and similarly situated students in U.S. schools. The girl was brought to the U.S. when she was a toddler, attended American schools, never returned to or visited her native Mexico, yet still cannot get working papers for the U.S. The laws therefore vastly constrict her potential and possibilities in the U.S., the authors say. [More] Descriptors: Hispanic American Students, Employment Opportunities, Undocumented Immigrants, Immigration

O'Shaughnessy, Molly (2013). Epilogue: The Child and the Environment, NAMTA Journal. Molly wrote this article thirteen years ago. It is a fitting counterpart to the preface of this publicaton because it predicts the role of nature across the planes of education even before the Erdkinder was tested. The article combines contemporary environmentalists with Montessori's seminal insight into the developmental impact of nature on the child's personality. [Reprinted from "The NAMTA Journal" 25,1 (2000, Winter): 119-143. This article is based on a talk presented at the Twenty-Third International Montessori Congress, Cancun, Mexico, July 23-26, 1999.] [More] Descriptors: Child Development, Environmental Influences, Personality, Montessori Method

Serviss, Tricia C. (2013). "Femicide" and Rhetorics of "Coadyuvante" in Ciudad Juarez: Valuing Rhetorical Traditions in the Americas, College English. This article analyzes the writings of activist women in modern-day Juarez, Mexico. I present their explanations about their own composition and delivery of two particular activist campaigns, highlighting the rhetorical strategies and practices they developed. Looking closely at these two campaigns, the article describes the rhetorical concept of "coadyuvante" developed by the activists in response to the rhetorical and material problem of "femicide" (the killing of women based on their gender) in Juarez. [More] Descriptors: Foreign Countries, Feminism, Females, Activism

Bauml, Michelle; Field, Sherry L.; Ledbetter, Mary (2013). Immigration, "Any Small Goodness," and Integrated Social Studies, Social Studies and the Young Learner. Mary Ledbetter's fifth grade students at the University of Texas Elementary School know immigration well. Some of them are recent immigrants from Mexico, or they have family members who are. Several of Mary's students are first or second generation Americans. For Mary, immigration is one of the most important units she teaches, one that integrates several disciplines. When teaching about immigration, her goal is to have students understand that immigration is a constantly evolving issue, not just something we learn about in past tense. [More] Descriptors: Immigration, Social Studies, Integrated Curriculum, Grade 5

Méndez López, Mariza G.; Peña Aguilar, Argelia (2013). Emotions as Learning Enhancers of Foreign Language Learning Motivation (Las emociones como potenciadoras de la motivación en el aprendizaje de una lengua extranjera), PROFILE: Issues in Teachers' Professional Development. The present article reports on a study that explores the effects of the emotional experiences of Mexican language learners on their motivation to learn English. In this qualitative research we present how emotions impact the motivation of university language learners in south Mexico. Results suggest that emotions, both negative and positive, contribute to enhancing and diminishing motivation. Although negative emotions may be considered detrimental to foreign language learning, the findings of this study show that negative emotions serve as learning enhancers. Results also evidence that Mexican language learners perceive negative emotions as positive for their language learning process. [More] Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Qualitative Research

Abdul-Rahman, Fahzy; Bartley, Sharon Jeffcoat; Cummings, Merrilyn; O'Brien, David (2013). "Let's Talk": Collaboration between Family and Consumer Sciences Extension Personnel and Teachers, Journal of Extension. Interactive meetings between New Mexico Family and Consumer Sciences (FCS) teachers and Extension personnel (county Home Economics agents and state FCS specialists) were conducted to promote collaboration between the two parties. Based on pre- and post-meeting surveys, both parties showed similarities in almost all perceptions and expectations concerning collaboration. Teachers expressed significantly stronger wishes for collaborations on presentations and service projects and in the areas of Food Technology and Clothing, Fashion and Textiles in the pre-survey. Significant differences were not evident in the post-survey, indicating the contribution of the meetings in bringing these groups together on attitudes towards collaboration. [More] Descriptors: Extension Agents, Extension Education, Consumer Science, Home Economics Skills

Urrieta, Luis, Jr. (2013). Familia and Comunidad-Based Saberes: Learning in an Indigenous Heritage Community, Anthropology & Education Quarterly. This article explores how children and youth learned indigenous heritage "saberes" (knowings) through intent community participation in Nocutzepo, Mexico. The "familia" (family) and "comunidad" (community)-based saberes were valuable for skills acquisition, but most important for learning indigenous forms of belonging, responsibility, and integration into adult life. Understanding indigenous heritage philosophies of learning and familia and comunidad saberes can help expand educators' knowledge about the learning practices of indigenous heritage families and students in schools. [More] Descriptors: Indigenous Knowledge, American Indians, Foreign Countries, Learning Processes

Solano-Flores, Guillermo; Wang, Chao (2015). Complexity of Illustrations in PISA 2009 Science Items and Its Relationship to the Performance of Students from Shanghai-China, the United States, and Mexico, Teachers College Record. Background: While illustrations are widely used in international test comparisons, very scant research has been conducted on their design and on their influence on student performance. It is not clear how the features of illustration act in combination supporting students' access to the content of items or increasing their interpretation demands. Purpose: The purpose of this study was to examine how the characteristics of illustrations used in science items are related to the performance of students in PISA (Programme for International Student Assessment)-2009. Population: We used PISA-2009 data on the responses of 1571 to 1582, 1601 to 1617, and 11,662 to 11,746 students, respectively from Shanghai-China, the U.S., and Mexico. Research Design: This was a secondary analysis study which compared the three PISA-2009 jurisdictions as to the magnitudes and directions of the correlations between the complexity of illustrations used in science items and the difficulty of those items. We used the information on item difficulty provided by the Organisation for Economic Co-operation and Development (OECD, 2010). The features of the illustrations were coded with a system that coded the presence or absence of about 100 types of illustration features. The complexity of each illustration was computed as the number of different types of features observed. Findings: For the U.S. and Mexico, items with higher illustration complexities were more difficult than items with lower illustration complexities. For Shanghai-China, the correlation of number of illustration features and item difficulty was close to zero. This pattern of correlations is consistent with the three jurisdictions' ranking in PISA-2009. Conclusions: While this was an exploratory study that examined the performance of only three of the 65 PISA-2009 jurisdictions, the results speak to the importance of examining illustration complexity as a factor that shapes student performance in science tests and which should be addressed systematically in the design of science items. [More] Descriptors: Foreign Countries, Comparative Education, International Education, Educational Assessment

Natoli, Riccardo; Zuhair, Segu (2011). Measuring Progress: A Comparison of the GDP, HDI, GS and the RIE, Social Indicators Research. The current paper constructs a progress measurement appropriate for measuring multiple and different dimensions of progress. The paper is not meant to be a detailed discussion of the framework but rather a demonstrated application of the measure. The constructed resource-infrastructure-environment progress measure employs a non-monetary evaluation adopting a weighting technique based on public opinion. The proposed index is assessed from a single summary standpoint. The aggregation method is evaluated via a z-score standardisation technique. The progress index is applied to three countries that are representative of different clusters. They are Australia (mid-industrialised nation), Mexico (emerging economy), and the US (highly industrialised nation). These selected countries provide an opportunity to highlight any divergences that may exist in their perceived economic strength. The results showed Australia as consistently having the highest levels of progress, closely followed by Mexico and then the US. [More] Descriptors: Foreign Countries, Developing Nations, Social Indicators, Measurement Techniques

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