Bibliography: Mexico (page 028 of 481)

This annotated bibliography is reformatted and customized for the Positive Universe: Mexico website.  Some of the authors featured on this page include Gowri Parameswaran, Hossein Pirnajmuddin, Imanol Ordorika, Sandra M. Gonzales, Rebecca Trujillo, Ronald Schrader, Sylvia B. Ortega Salazar, Mary Blea, Sandra McKay, and Sedef Uzuner-Smith.

Ordorika, Imanol; Lloyd, Marion (2015). International Rankings and the Contest for University Hegemony, Journal of Education Policy. In just a decade, the international university rankings have become dominant measures of institutional performance for policy-makers worldwide. Bolstered by the faÃßade of scientific neutrality, these classification systems have reinforced the hegemonic model of higher education–that of the elite, Anglo-Saxon research university–on a global scale. The process is a manifestation of what Bourdieu and Wacquant have termed US "cultural imperialism." However, the rankings paradigm is facing growing criticism and resistance, particularly in regions such as Latin America, where the systems are seen as forcing institutions into a costly and high-stakes "academic arms race" at the expense of more pressing development priorities. That position, expressed at the recent UNESCO conferences in Buenos Aires, Paris, and Mexico City, shows the degree to which the rankings have become a fundamental element in the contest for cultural hegemony, waged through the prism of higher education. [More] Descriptors: Universities, Achievement Rating, Classification, Cultural Influences

Mugford, Gerrard; Cuevas, Oscar Ramírez (2015). When Students Say Far Too Much: Examining Gushing in the ELT Classroom (Cuando los alumnos dicen demasiado: análisis del uso excesivo de palabras en clases de inglés como lengua extranjera), PROFILE: Issues in Teachers' Professional Development. English foreign-language users often overuse words when faced with difficult situations. Called gushing, such excessive use of words is often legitimately employed by native speakers to express, for instance, gratitude and apologies when a simple "thank you" or "sorry" does not sufficiently convey an interlocutor's feelings. This paper examines the appropriateness and effectiveness of gushing when employed by advanced students facing difficult situations. Answering discourse completion tasks, students from a private university in Guadalajara, Mexico were asked to employ acquiescing, persisting, and aggressing strategies to resolve two particular situations. The results indicate that gushing was widely used, but in communicatively ineffective ways, reflecting an area where teachers can help develop students' communicative competencies. [More] Descriptors: English (Second Language), Second Language Learning, Verbal Communication, Advanced Students

Abraham, Stephanie (2015). A Critical Discourse Analysis of Gisela's Family Story: A Construal of Deportation, Illegal Immigrants, and Literacy, Discourse: Studies in the Cultural Politics of Education. In this paper, I use critical discourse analysis to analyze a student's narrative about the arrest, incarceration, and deportation of her mother to Mexico. The student, Gisela, was a fifth grader in my classroom during the 2008/2009 school year, and I encouraged the students to collect family stories from their relatives. Gisela created this story, and she wrote and illustrated this with the help of her father, student peers, and me. I draw on Gloria Anzaldúa's constructs of nepantla and nepantlera, narrative analysis, and systemic functional linguistics to show how Gisela's construed this story to create a powerful and creative narrative that disrupted autonomous forms of literacy along with the excluding and damaging discourses circulating about immigrants in our community. [More] Descriptors: Discourse Analysis, Immigrants, Mothers, Foreign Countries

Uzuner-Smith, Sedef; Englander, Karen (2015). Exposing Ideology within University Policies: A Critical Discourse Analysis of Faculty Hiring, Promotion and Remuneration Practices, Journal of Education Policy. Using critical discourse analysis (CDA), this paper exposes the neoliberal ideology of the knowledge-based economy embedded within university policies, specifically those that regulate faculty hiring, promotion, and remuneration in two national contexts: Turkey and Mexico. The paper follows four stages of CDA: (1) focus upon a social wrong in its language aspect; (2) identify obstacles to addressing the social wrong; (3) consider whether the social order in a sense "needs" the social wrong; and (4) identify possible ways past the obstacles. The analysis demonstrates that the global, marketized climate of higher education has impacted Turkish and Mexican universities to such a degree that they have become increasingly corporate in their practices of management. The resulting effect is the creation of a performance culture that robs faculty of their professionalism. This paper uncovers this disadvantaged positioning of faculty and posits modest proposals for change. [More] Descriptors: Discourse Analysis, Teacher Selection, Educational Policy, Foreign Countries

Mathur, Smita; Parameswaran, Gowri (2015). Gender Neutrality in Play of Young Migrant Children: An Emerging Trend or an Outlier?, American Journal of Play. The authors explore gender differences in the play of children of migrant farm workers from Mexico. They review the literature that indicates children exhibit gender differences in their play as early as three years old, but the authors claim their findings do not corroborate the existing research on gender differences in play. The twenty-one migrant girls and twenty boys they studied failed to exhibit gender differences in their play in the classroom, during their free play outdoors, or during their unstructured play at home. The authors also found no gender differences among these children in cognitive tasks, social interactions, and their use of their preferred language. The authors offer several reasons for these results and note that research studies of other cultural groups suggest that gender roles are altered when communities are displaced or undergo migration. The authors speculate on the possible implications of their findings for preschool teaching. [More] Descriptors: Play, Gender Differences, Migrant Children, Migrant Workers

Gonzales, Sandra M.; Shields, Carolyn M. (2015). Education "Reform" in Latino Detroit: Achievement Gap or Colonial Legacy?, Race, Ethnicity and Education. Using critical theory and an analysis of missionary reports and documentation describing education in colonial Puerto Rico and Mexico, the authors cross borders and time periods to socially and historically situate Spanish colonial educational methodologies and their contemporary use in one low-income Latino community in urban Detroit, Michigan. By invoking associations from the colonial past to shed light on contemporary struggles, this study problematizes US educational reform initiatives such as high stakes testing and school turnaround policies. The authors found that when the playing field is not equal, such reform efforts are but another in a long line of colonial and neo-colonial methodologies that further disenfranchise Latino youth and push them out of school. [More] Descriptors: Educational Change, Low Income, School Turnaround, Hispanic Americans

Eskildsen, Søren W. (2015). What Counts as a Developmental Sequence? Exemplar-Based L2 Learning of English Questions, Language Learning. Drawing on usage-based linguistics and its exemplar-based path of language learning, from recurring multiword expressions to increasingly abstract, schematized constructions, this article examines evidence for the exemplar-based developmental sequences for yes/no interrogatives and WH interrogatives in English as a second language (L2). The empirical point of departure is an audio-visual corpus of American English L2 classroom interaction. The longitudinal data come from two Spanish-speaking students from Mexico and show that they learned yes/no interrogatives and WH interrogatives pattern by pattern. The degree of schematization was found to differ between them. In both cases, however, their resources for asking questions were not found to emerge at once on the basis of acquired syntactic rules (e.g., inversion) to be deployed across diverse linguistic patterns in a broad-sweeping manner, but emerged as lexically specific, exemplar-based patterns at different points in time. [More] Descriptors: Learning Processes, Second Language Learning, Second Language Instruction, Language Patterns

Fard, Maryam Heydari; Pirnajmuddin, Hossein (2015). Hybridity in Willa Cather's "Death Comes for the Archbishop" and "Shadows on the Rock", Advances in Language and Literary Studies. Willa Cather wrote "Death Comes for the Archbishop" and "Shadows on the Rock" based on the missionary life of Europeans in Quebec and New Mexico. In both novels she depicts a different type of colonizer-colonized relationship. The colonizers arrive with their stereotypical views about the natives to purportedly civilize them. But later, through their interaction with the natives, their superior, patronizing attitude gradually changes, so that, the boundary between the colonizer and the colonized becomes blurred. Contrary to their presuppositions about natives and also the long-established colonial attitude, the missionaries in these two novels treat the natives sympathetically and in some cases equally. Using Homi Bhabha's theory of hybridity, this essay attempts to analyze these two novels in terms of the depiction of cultural relation/interaction. [More] Descriptors: Novels, Foreign Policy, Christianity, Interpersonal Relationship

Valdés-Cuervo, Angel Alberto; Sánchez Escobedo, Pedro Antonio; Valadez-Sierra, María Dolores (2015). Gender Differences in Self-Concept, Locus of Control, and Goal Orientation in Mexican High-Achieving Students, Gifted and Talented International. The study compares self-concept, locus of control, and goal orientation characteristics of male and female Mexican high school high-achieving students. Three scales were administered to 220 students; 106 (49%) were males and 114 (51%) females. By means of a discriminant analysis, both groups were compared in relation to the variables such as social self-concept, academic self-concept, achievement motivation toward study, and attributions regarding academic success or failure. It was found that female students have a better academic self-concept and a higher achievement motivation than males. Findings are consistent with previous studies in Mexico that provide evidence of females having greater emotional resources associated with school success. [More] Descriptors: Foreign Countries, Gender Differences, Self Concept, Locus of Control

Ramos, Mary M.; Schrader, Ronald; Trujillo, Rebecca; Blea, Mary; Greenberg, Cynthia (2011). School Nurse Inspections Improve Handwashing Supplies, Journal of School Health. Background: Handwashing in the school setting is important for infectious disease control, yet maintaining adequate handwashing supplies is often made difficult by lack of funds, limited staff time, and student vandalism. This study measured the availability of handwashing supplies for students in New Mexico public schools and determined the impact of scheduled school nurse inspections on the availability of handwashing supplies. Methods: Participating school districts in New Mexico were matched by size and randomized into intervention and control groups. Baseline inspections were conducted in November 2008 followed by 2 subsequent bimonthly inspections. For each student bathroom, the presence or absence of soap and either paper towels or hand dryers was indicated on an inspection checklist. The intervention group reported findings to the New Mexico Department of Health (NMDOH) and to school administrative and custodial staff requesting that any identified problems be addressed. The control group reported inspection findings to the NMDOH only. Descriptive analyses were conducted to determine the proportion of bathrooms with soap and either paper towels or hand dryers. Comparisons were made between the intervention schools and the control schools at baseline and during the intervention period. Results: The intervention group had significantly higher probability of bathrooms being supplied with soap (p less than 0.05) and paper towels/hand dryers (p less than 0.02) during the intervention period. Conclusions: Regularly scheduled school nurse inspections of hand hygiene supplies, with reporting to appropriate school officials, can improve the availability of handwashing supplies for students. [More] Descriptors: Control Groups, Disease Control, Intervention, School Nurses

Bauman, Dona C. (2007). Hear Our Voice: Parents of Children with Disabilities from Mexico, Online Submission. This purpose of this study was to examine the perceptions of parents with children with disabilities towards their children and how Mexican society treats their children. Using a focus group with a translator four middle class parents were interviewed about their children with disabilities in Guadalajara, Mexico. At a later date two other parents were individually interviewed using the same questions. The children's ages ranged from 4 to 25 years and disabilities included autism, mental retardation, learning disabilities, brain damage, and cerebral palsy. Parents' answers were compared to research on United States families and reported cultural trends in Mexico. The middle-class families in Mexico perceptions were closer to those in the United States than what has previously been reported about Mexican families. This supports Zuniga's(2004) admonishment that professionals need to meet and personally get to know families from different cultures. Future research should look at families with children with disabilities in Mexico from different economic classes. [More] Descriptors: Middle Class, Mental Retardation, Learning Disabilities, Focus Groups

National Council on Teacher Quality (2009). State Teacher Policy Yearbook, 2009. New Mexico. This New Mexico edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher quality and student achievement. The 2009 "Yearbook" presents a comprehensive analysis of state teacher policies. This evaluation is organized in five areas encompassing 33 goals. Broadly, these goals examine the impact of state policy on: (1) delivering well-prepared teachers; (2) expanding the teaching pool; (3) identifying effective teachers; (4) retaining those deemed effective; and (5) exiting those deemed ineffective. New Mexico has an overall "Yearbook" grade of D+ for 2009. New Mexico's major policy strengths include: (1) Ensuring that licensure advancement is based on effectiveness, earning the state a "best practice" designation; (2) Articulating consequences for teachers with unsatisfactory evaluations; and (3) Requiring that all new teachers pass subject-matter licensure tests prior to entering the classroom. New Mexico's major policy weakness include: (1) Failing to make evidence of student learning the preponderant criterion in teacher evaluations; (2) Lacking an efficient termination process for ineffective teachers; and (3) Offering a disingenuous alternate route. Goals for each area are appended. (Contains 124 figures.) [For the national summary, see ED511872.] [More] Descriptors: Teaching (Occupation), Teacher Education, Elementary School Teachers, Middle School Teachers

McKay, Sandra (2009). New Mexico: The Land of Enchantment, English Teaching Forum. New Mexico, a state of brown plains and sand deserts, is nicknamed "The Land of Enchantment." One reason is that the very starkness of the land adds to its enchantment. Another reason is that the rich history of the state has resulted in a landscape filled with remnants of the Pueblo people, Spanish colonizers, and Mexican settlers. [More] Descriptors: American Indians, Tourism, Geography, United States History

National Council on Teacher Quality (2010). Blueprint for Change in New Mexico: State Teacher Policy Yearbook, 2010. The 2009 "State Teacher Policy Yearbook" provided a comprehensive review of states' policies that impact the teaching profession. As a companion to last year's comprehensive state-by-state analysis, the 2010 edition provides each state with an individualized "Blueprint for Change," building off last year's "Yearbook" goals and recommendations. State teacher policy addresses a great many areas, including teacher preparation, certification, evaluation and compensation. With so many moving parts, it may be difficult for states to find a starting point on the road to reform. To this end, this paper provides a state-specific roadmap, organized in three main sections. Section 1 identifies policy concerns that need critical attention, the areas of highest priority for state policymakers. Section 2 outlines "low-hanging fruit," policy changes that can be implemented in relatively short order. Section 3 offers a short discussion of some longer-term systemic issues that states need to make sure stay on the radar. In the 2009 "State Teacher Policy Yearbook", New Mexico had the following grades: (1) Delivering Well Prepared Teachers (D+); (2) Expanding the Teaching Pool (D); (3) Identifying Effective Teachers (C-); (4) Retaining Effective Teachers (D); and (5) Exiting Ineffective Teachers (B-). In the last year, many states made significant changes to their teacher policies, spurred in many cases by the Race to the Top competition. Based on a review of state legislation, rules and regulations, the National Council on Teacher Quality (NCTQ) has identified the following recent policy changes in New Mexico: (1) New Mexico has directed the state's education schools to form a work group to examine the curricula and assigned materials of all required reading courses in teacher preparation programs, and then determine if they meet the statutory requirement that they be based on current scientifically based research; and (2) New Mexico has increased its requirement of six credit hours in mathematics for elementary teacher candidates to nine credit hours. Secondary teachers still are only required to complete six credit hours. New Mexico confirmed that the identified updates represent a complete and accurate list of recent policy changes. Individual sections contain footnotes. (Contains 5 figures.) [For the related reports, see "Blueprint for Change: National Summary. State Teacher Policy Yearbook, 2010" (ED515614) and "State Teacher Policy Yearbook, 2009. New Mexico" (ED511922).] [More] Descriptors: Teaching (Occupation), Elementary Secondary Education, Educational Policy, Teacher Evaluation

Santizo Rodall, Claudia A.; Ortega Salazar, Sylvia B. (2018). Principals' Leadership in Mexican Upper High Schools: The Paradoxes between Rules and Practices, Educational Management Administration & Leadership. This article discusses the type of organization and leadership that underlies a competency-based management rule established in Mexico (2008) applicable to principals in public upper high schools. This rule, identified as the 449 Agreement, describes competencies and communicates expected behavior. Implementation, however, is mediated by the principals' interpretation, as found in the semi-structured interviews conducted with a group of selected acting principals. The analysis of this management rule is based on a theory of decision-making and a theory of organizations where different assumptions on peoples' behavior are made. We provide evidence to support the contention that each school principal acts according to its context, and that compliance with the Agreement is not facilitated by its rules design. We conclude that the rules design of the competency-based management model in question is dominated by a perspective of personal heroic leadership that assumes an omniscient and omnipresent manager and that also promotes a centralized management model for all schools. In future research, inquiry could focus on the question of whether "transformational leadership" based on motivation and "instructional leadership" based on guidance and coaching for teachers could also be nurtured by rules compatible with the pervasive normative leadership type. [More] Descriptors: Foreign Countries, Principals, Leadership Responsibility, Competence

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