Bibliography: Mexico (page 029 of 481)

This bibliography is independently curated for the Positive Universe: Mexico website.  Some of the authors featured on this page include Esther Care, Kadriye Ercikan, Fahzy Abdul-Rahman, Michelle Bauml, Karon LeCompte, New Mexico Higher Education Department, Emma Laticia Canales Rodriguez, Martin Henry, Janet Alleman, and Raman Grover.

Armendáriz, Joyzukey; Tarango, Javier; Machin-Mastromatteo, Juan Daniel (2018). Analysis of Institutional Competitiveness of Junior High Schools through the Admission Test to High School Education, Journal of New Approaches in Educational Research. This descriptive and correlational research studies 15,658 students from 335 secondary schools in the state of Chihuahua, Mexico, through the results of the examination of admission to high school education (National High School Admission Test–EXANI I from the National Assessment Center for Education–CENEVAL) on logical-mathematical and verbal reasoning, mathematics and Spanish, comparing along the variables of sex, system (public or private), type of school of origin (there are seven types) and ranking of grades, with which, the main objective is to identify levels of institutional competitiveness. The main findings of the research were: (i) private schools, in comparison with public ones, showed percentages of more favorable grades (60.54 and 43.58 respectively); (ii) influence of the academic average of the students in the result of the examination of admission (correlation of 0.0403; (iii) greater competence in the area of verbal reasoning (56.47) compared to logical-mathematical reasoning (55.69); and (iv) the identification of a small number of secondary schools considered as having sufficient institutional competitiveness (11 schools, equivalent to 3.28% of the total). [More] Descriptors: Institutional Characteristics, Competition, Junior High Schools, Correlation

Terrazas-Marín, Roy Alonso (2018). Developing Non-Formal Education Competences as a Complement of Formal Education for STEM Lecturers, Journal of Education for Teaching: International Research and Pedagogy. This paper focuses on a current practice piece on professional development for university lecturers, transformative learning, dialogism and STEM (Science, Technology, Engineering and Mathematics) education. Its main goals are to identify the key characteristics that allow STEM educators to experiment with the usage of non-formal education approaches, and apply this knowledge to generate transformative learning experiences. It also seeks to develop new teaching skills among the participants as they train to create learning environments that challenge students to apply STEM knowledge to solve real life problems. A university in northern Mexico created a bilingual programme that allowed participating lecturers to be trained and take part in an outdoor experience in which they designed and applied challenging undertakings for their students. This in practice piece presents a brief description of a non-formal education workshop, and provides examples on how to conduct non formal educational activities based on formal curricular content. Preliminary results allow us to infer that participating lecturers were motivated to learn new teaching approaches in an active way. Participating scholars noted that they changed the way in which they delivered formal content and this allowed them to experiment with new activities that permitted their students to have a better understanding of STEM subjects and improve their academic performance. They also mentioned that the workshop enabled them to improve their attitude, leadership, social skills and class creativity. [More] Descriptors: College Science, Science Instruction, STEM Education, Nonformal Education

Schissel, Jamie L.; Leung, Constant; López-Gopar, Mario; Davis, James R. (2018). Multilingual Learners in Language Assessment: Assessment Design for Linguistically Diverse Communities, Language and Education. The assessments designed for and analyzed in this study used a task-based language design template rooted in theories of language reflecting heteroglossic language practices and funds of knowledge learning theories, which were understood as transforming classroom teaching, learning, and assessment through continua of biliteracy lenses. Using a participatory action research model, we created assessment instruments for pre-service English teachers in Oaxaca, Mexico, integrating language practices from communities and classrooms into assessments. Participants completed two reading and writing tasks. Task 1 was intentionally designed to engage learners' English and Spanish languages resources. Task 2 was restricted to English-only. Our analyses indicated (1) that pre-service English teachers performed better on the multilingual task than the monolingual English task at a level of statistical significance and (2) that integrating multilingual resources within assessment design can allow test-takers to demonstrate more complex or high-order thinking skills in the language they are learning. We are offering some empirical evidence of an assessment approach that is consistent with the broadly supported principle of making use of all students' linguistic resources for the purpose of teaching and learning. [More] Descriptors: Multilingualism, Spanish, Task Analysis, Preservice Teachers

Schroeder-Arce, Roxanne (2018). Diving into the Rio Grande Valley: Meaningful Experiences in Arts Educator Preparation, Arts Education Policy Review. As the Texas Education Agency implements new standards for arts teachers and U.S. arts education policy stakeholders articulate a need for culturally competent educators, teacher preparation programs must respond and consider methods to prepare developing teachers to meet such standards. Preservice arts educators need exposure to a variety of art forms and opportunities to practice teaching in diverse settings in order to explore and exercise culturally responsive arts education. This research project examines the impact of a university program that places preservice teachers in the Rio Grande Valley near the Mexico/U.S. border in South Texas. The group surveyed includes 10 student teachers, two thirds of the total program participants. The research specifically examines the value of the experience for student teachers through surveys and follow-up interviews. The study concludes that student teaching in the Rio Grande Valley helps prepare participants to teach across identity markers and offers them important experience that helps prepare them to meet these new standards set by state policy makers. The article recommends offering more support and reflexive opportunities for these student teachers. [More] Descriptors: Art Education, Educational Policy, Interviews, Student Teacher Attitudes

Osorio, Sandra L. (2018). Border Stories: Using Critical Race and Latino Critical Theories to Understand the Experiences of Latino/a Children, Race, Ethnicity and Education. The number of school-age children of color in US schools is increasing, while the teaching force continues to be dominated by white teachers. According to the 2013 Digest of Education Statistics in the 2011-2012 school year, 81.9% of public school teachers were white, while the projected number of Hispanic students enrolled in public elementary and secondary schools is expected to increase 33% between 2011 and 2022. In my experience, the issue of immigration is often ignored by the majority white teacher population, but, as I will share in this article, it is part of the lived experience of Latino children. I present my students' border stories as discussed in relation to Latino children's literature. I am using the words "border stories" to represent the narratives my students shared about their families' experiences crossing the US-Mexico border as well as what they felt about the societal discourse around "illegal immigrants." Critical race theory (CRT) and Latino critical theory (LatCrit) are used to frame these border stories to speak against the majoritarian story. [More] Descriptors: Critical Theory, Race, Hispanic American Students, Student Experience

Silva Bautista, Jesús; Herrera Escobar, Venazir; Corona Miranda, Rodolfo (2018). Psychological Study on the Origin of Life, Death and Life after Death: Differences between Beliefs According to Age and Schooling, Universal Journal of Educational Research. The present work proposes a psychological study via beliefs, about the origin of life, death, and life after death. Beliefs have played a decisive role in the development of humanity, from the primitive man who gave to the unknown divine forces, the judgments of the Holy Inquisition in the Medieval Age, the impact provoked by the conviction that the Earth was round on the belief of a flat Earth, and many other beliefs that sustain the behavior of the human being. In this context, the need arose to investigate the beliefs held by inhabitants of the Metropolitan Area of Mexico City towards the origin of life, death and life after death and with it, to know if there are differences in function of age and schooling; for this, the scale of Silva, Herrera and Corona was applied and with the purpose of obtaining the "t" of Student and ANOVAS the statistical package SPSS version 21 was used. The results show statistically significant differences between beliefs and sociodemographic variables age and schooling. Schooling: The more educated the population in general, the less likely they are to have religious beliefs. Age: The group of people between 35 and 45 years old are the ones who show a tendency to believe in scientific postulates about death, unlike those who are 60 years old and older. [More] Descriptors: Beliefs, Death, Age Differences, Foreign Countries

Medina-Jerez, William (2018). Science Education Research Trends in Latin America, International Journal of Science and Mathematics Education. The purpose of this study was to survey and report on the empirical literature at the intersection of science education research in Latin American and previous studies addressing international research trends in this field. Reports on international trends in science education research indicate that authors from English-speaking countries are major contributors of publications. Despite the internationalization of the science education community, as represented by the publication of the work generated in non-English-speaking countries, research trends in science education in Latin America are uncommon in the literature. Therefore, it was deemed important to explore the scholarly productivity of science education researchers from Latin America to learn about the research orientations pursued by scholars from this region. Collective review findings are presented with respect to author's nationality, publication volume generated in each country, research type and topic, collaborative research, and areas for future research. Of the ten countries represented in this study, Brazilian authors were the most research active scholars followed by their colleagues from Venezuela, Mexico, and Argentina. The History, Philosophy and the Nature of Science (HPNOS) was the topic that most attracted the interest of Latin American science education researchers, and the Empirical Qualitative studies was the most frequent research type combination in the analyzed publications. Findings in this study suggest a relationship between investment power in Research and Development (R&D) and the scholarly productivity not only in science education but also in the scientific field in the countries of the region. [More] Descriptors: Science Education, Geographic Regions, Research and Development, Surveys

Garduño-Aparicio, Mariano; Rodríguez-Reséndiz, Juvenal; Macias-Bobadilla, Gonzalo; Thenozhi, Suresh (2018). A Multidisciplinary Industrial Robot Approach for Teaching Mechatronics-Related Courses, IEEE Transactions on Education. This paper presents a robot prototype for an undergraduate laboratory program designed to fulfill the criteria laid out by ABET. The main objective of the program is for students to learn some basic concepts of embedded systems and robotics, and apply them in practice. For that purpose, various practical laboratory exercises were prepared to teach different aspects of communications, control, mechatronics, and microcontrollers. The practicals are organized such that the students can systematically solve real-world problems. The most important feature of the presented program is that, it incorporates interdisciplinary knowledge, and inculcates technical and professional skills required in pursuing a successful career. Furthermore, students and instructors can modify the software and hardware units of the robot prototype as necessary, to explore more ideas and to apply the robot in other mechatronics-related courses. A digital electronics course taught at the Automation Department at Universidad Autónoma de Querétaro, Querétaro, Mexico, is presented as a case study in which the evaluation process was based on ABET criteria and the corresponding student outcomes. A student survey elicited students' observations of, and interest in, the learning process. The positive student feedback and student academic outcomes indicate that the inclusion of prototype had a significant impact on student academic outcomes. [More] Descriptors: Interdisciplinary Approach, Robotics, Engineering Education, Computer Software

Reynaga-Peña, Cristina G.; Sandoval-Ríos, Marisol; Torres-Frías, José; López-Suero, Carolina; Lozano Garza, Adrián; Dessens Félix, Maribel; González Maitland, Marcelino; Ibanez, Jorge G. (2018). Creating a Dialogic Environment for Transformative Science Teaching Practices: Towards an Inclusive Education for Science, Journal of Education for Teaching: International Research and Pedagogy. This paper focuses on the design and application of a teacher training strategy to promote the inclusive education of students with disabilities in the science classroom, through the creation of adult learning environments grounded on the principles of dialogic learning. Participants of the workshop proposal consisted of a group of twelve teachers who were working at various educational levels. Teacher teams proposed and implemented in their classroom, innovative, inclusive science-learning activities about a topic of their choice. Data were collected from interviews with teachers five months after the courses, teachers' portfolios about their practice during implementation of such sequences, and researchers' observations. The data suggest that it is possible to stimulate a gradual transformation of teaching practices through a teacher training proposal that promotes self-awareness and critical reflection, situated in the creation of meaning and a willingness to change in the spirit of solidarity and social action. We found elements to recommend the incorporation of these innovations at the curricular and practical level for teacher training schools and for in-service teacher development programmes in Mexico and elsewhere. [More] Descriptors: Science Instruction, Educational Practices, Inclusion, Teaching Skills

Anderson, Kate; Hegarty, Seamus; Henry, Martin; Kim, Helyn; Care, Esther (2018). Breadth of Learning Opportunities: A Fresh Approach to Evaluating Education Systems, Center for Universal Education at The Brookings Institution. This report describes an initiative undertaken from 2016-2017 by the Center for Universal Education (CUE) at the Brookings Institution and Education International (EI) to develop tools to measure the breadth of learning opportunities to which children and youth are exposed in an education system. The Breadth of Learning Opportunities (BOLO) initiative provides tools to document (1) whether opportunities are provided for learning across a diverse group of domains; and (2) how the key dimensions of an education system (curriculum, assessments, teacher supports, monitoring, and school resources) align to support delivery of breadth of learning opportunities. First, the authors provide the rationale for developing these tools. Next, they describe the tools developed through this initiative. They then explain how the tools can be adapted, and some of the questions the tools might be used to answer. This report is part of a package of documents, which includes the most recent version of the tools, a description of how the tools were developed, and case studies of tool piloting in Kenya and Mexico. [More] Descriptors: Educational Opportunities, Systems Analysis, Student Diversity, Access to Education

Ercikan, Kadriye; Asil, Mustafa; Grover, Raman (2018). Digital Divide: A Critical Context for Digitally Based Assessments, Education Policy Analysis Archives. Student learning is increasingly taking place in digital environments both within and outside schooling contexts. Educational assessments are following suit, both to take advantage of the conveniences and opportunities that digital environments provide as well as to reflect the mediums of learning increasingly taking place in societies around the world. A social context relevant to learning and assessment in the digital age is the great differences in access to and competence in technology among students from different segments of societies. Therefore, access and competency in relation to technology become critical contexts for evaluations that rely on digitally based assessments. This chapter examines the digital divide between students from different segments of the society and discusses strategies for minimizing effects of digital divide on assessments of student learning. The research focuses on two types of demographic groups–gender and socioeconomic status (SES) groups–that have been highlighted in research on the digital divide. The research utilizes data from IEA's International Computer and Information Literacy Study (ICILS) 2013 for Grade 8 students administered in 21 jurisdictions around the world. It thus provides an international perspective on digital divide as an important context for international assessments as well as assessments within jurisdictions such as Mexico that are conducting assessments in digitally based environments. [More] Descriptors: Access to Computers, Disadvantaged, Educational Assessment, Gender Differences

Field, Sherry L.; Bauml, Michelle; LeCompte, Karon; Alleman, Janet (2009). Mexico, Our Closest Neighbor: Three Elementary Teachers' Perspectives, Social Studies. The authors describe how three elementary teachers working in very different parts of the United States teach about Mexico. These teachers' practices allow them to enhance the traditional social studies curriculum, help children learn about themselves and other people, and increase children's capacities for global citizenship. [More] Descriptors: Citizenship, Foreign Countries, Social Studies, Elementary School Teachers

Canales Rodriguez, Emma Laticia; Moreno Olivos, Tiburcio (2012). Compensatory Programs in Mexico to Reduce the Educational Gap, Bulgarian Comparative Education Society. In this paper we approach the issue of compensatory education programs to reduce the backlog in basic education. We address the population living in rural areas, because the Compensatory Programs (CPs) are aimed at them. The presentation is divided into three parts. The first section presents an approach to basic education in Mexico, the second provides information on the development of such programs and compensatory measures whilst the third part discusses the findings, conclusions and challenges that our country is facing to educate this segment of the population. [For complete volume, see ED567040.] [More] Descriptors: Foreign Countries, Compensatory Education, Rural Population, Rural Education

Abdul-Rahman, Fahzy (2012). Family Resource Management Needs Assessment in New Mexico, Journal of Extension. New Extension state specialists face many uncertainties when beginning to work in their new position, especially when it involves a state unfamiliar to them. Literature reviews may not provide the latest and clearest picture of the needs and challenges in the state. Furthermore, the between-county variation of issues may differ greatly. The study reported here illustrates how a survey of Home Economics county agents may benefit a new Extension specialist and provide a picture of Extension Home Economics needs and challenges specific to New Mexico. [More] Descriptors: Extension Education, Extension Agents, Surveys, Home Economics

New Mexico Higher Education Department (2016). New Mexico Math Remediation Taskforce Report. The Math Remediation Task Force is comprised of faculty from two-year, four-year comprehensive, and four-year flagship higher education institutions throughout the state of New Mexico. Its members have varying levels of experience with designing/implementing multiple math remediation programs including traditional, co-requisite and acceleration models. Each member has been an advocate for her/his students both at the institution-level, as well as at the Math Remediation Task Force-levels. The Task Force has suggested throughout this report that, instead of doing one sweeping reform, institutions consider implementing reform in stages. The body of research could benefit significantly from a better understanding of which reform practices are the most effective, how they work best and who they work best for. By reforming intake processes first, such as placement and advising, colleges will have a better idea of what part(s) of their curriculum will need to be reformed. What is suggested is an integrative approach instead of just shortening pathways since each college is different. It is also important to remember that there is no one-size-fits-all solution to developmental education. Making sure that students have options and that faculty and colleges have the time and resources to make changes is vital to ensure that all students have the opportunity to be successful. By ensuring that students are properly placed, offering developmental pathways appropriate to each gateway course, reducing exit points by shortening pathways wherever possible, and keeping longer/self-paced options available for those who need it, you can save students time without marginalizing anyone. An appendix lists the members of the Indianapolis team and their affiliations. [More] Descriptors: Mathematics Instruction, Remedial Mathematics, Two Year Colleges, Colleges

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