Bibliography: Mexico (page 030 of 481)

This annotated bibliography is compiled and customized for the Positive Universe: Mexico website.  Some of the authors featured on this page include Blanca E. Araujo, Elsie Rockwell, Timothy James Tilbe, Kathleen Tacelosky, Erika Gonzalez Apodaca, Kathy Escamilla, Victoria Cerdas, Mary Carla Curran, Jan Gryczynski, and Center on Education Policy.

Tilbe, Timothy James (2017). Parts and Wholes in Mesoamerican Language and Cognition, ProQuest LLC. Categorization of objects' parts varies across human populations. This dissertation provides evidence that the linguistic and non-linguistic aspects of this categorization are closely linked. English speakers apply mostly terms with abstract geometrical meaning, like "top," to the parts of any arbitrary object. However, in the languages of Mesoamerica, it is common for body part terms to serve as general-purpose terms. Some Mesoamerican languages have been claimed to use basically different strategies to assign words to the parts of entities. Juchitan Zapotec (spoken in Oaxaca, Mexico) has been described as assigning part terms by global analogy from the human body, whereas Tseltal (a Mayan language spoken in Chiapas, Mexico) has been described as assigning part terms through a process that analyzes the object's proportions and the relative curvature of its parts. This research largely supports these claims, and probes for corresponding differences in non-linguistic classification and analogy. If speakers of certain languages compute their representations of part-whole structures in fundamentally different ways, this should result in measurable differences in analogical behavior. In order to test this, an experiment presented speakers of Juchitan Zapotec and Tseltal with unfamiliar 3-D objects and required them to choose one or more parts of each object that would correspond to parts of a doll. With subvocal rehearsal and the orientation of the object controlled for, the Zapotec speakers significantly favored choosing parts according to global analogy, and the Tseltal speakers significantly favored choosing parts according to the shape-analytic algorithm. Another experiment provided evidence that in non-verbally categorizing the parts of objects, speakers of these two Mesoamerican languages rely more on the shapes of parts than on their functions, while speakers of English rely more on the functions of parts than on their shapes. [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: American Indian Languages, Classification, Human Body, Language Usage

Gonzalez Apodaca, Erika (2009). The Ethnic and the Intercultural in Conceptual and Pedagogical Discourses within Higher Education in Oaxaca, Mexico, Intercultural Education. This paper presents some reflections about pedagogical and conceptual approaches to intercultural education (in middle high and high schools) in Mexico. The propositions under discussion are expressions of an emerging educational discourse between the highest levels of government and the self-management initiatives of the indigenous pueblos and communities of Oaxaca. [More] Descriptors: High Schools, Multicultural Education, Foreign Countries, Cultural Pluralism

Silva, Patricia; Slater, Charles L.; Lopez Gorosave, Gema; Cerdas, Victoria; Torres, Nancy; Antunez, Serafin; Briceno, Fernando (2017). Educational Leadership for Social Justice in Costa Rica, Mexico, and Spain, Journal of Educational Administration. Purpose: The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain. Design/methodology/approach: A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a school director from each of the three countries. Interviews were conducted to determine their views on social justice, the actions they took, and the obstacles they confronted. Findings: The directors conceived of education as a right and believed in equal educational opportunity, and fair distribution of resources. They used a variety of methods to promote social justice, increase social cohesion, and provide emotional education. Obstacles came from educational authorities who tried to control rather than support their efforts. They were committed to working in schools with marginalized populations, but their efforts had taken a toll on their personal and professional lives. Research limitations/implications: The research looked at just three principals whose experiences were unique to their context. However, the study has the advantage of looking at schools not typically included in educational research. Practical implications: The work of these school directors underscores the need for preparation in skills, knowledge, and values to work for social justice. Originality/value: The value of this research is to illuminate the narratives of school leaders. Working across borders can provide insights about the possibilities of change and strength to persevere. [More] Descriptors: Instructional Leadership, Social Justice, Administrator Role, Qualitative Research

Iron Moccasin, Shawl D. (2012). A Case Study of Two Rural Secondary Schools in New Mexico: Perspectives on Leadership, ProQuest LLC. The present study was designed to examine factors that led to the academic success of two rural secondary schools in New Mexico. The primary focus was on the characteristics and behaviors of leaders in two high-achieving rural schools and how these factors might have contributed to achievement of Adequate Yearly Progress (AYP) in school year 2009-10. The secondary focus of the study concentrated on the characteristics of the rural environment of the schools and what role, if any, school location might have contributed to AYP.   Of the approximately 820 public schools in New Mexico, 42 (30%) of secondary schools designated as "rural" achieved AYP in 2009-10. 2 of the 42 secondary schools, were selected for the study. Tara High School and Twelve Oaks Middle School, located in separate New Mexico villages, were identified as achieving the AYP in the 2009-10 school year through demographic and statistical data collected primarily from the New Mexico Public Education Department. The location of the two rural secondary schools along with the willingness of their principals to participate met the research criteria for being a descriptive case study to define any causal relationships between leadership practices and rural settings that resulted in achieving the AYP for student achievement.   The researcher conducted interviews regarding leadership with two rural school principals, twelve secondary teachers, and seven parents. There was no direct contact with students in the study. Additionally, the researcher conducted on-site observations of both schools and conducted an on-line leadership survey for principals of the two rural schools and an additional 8 principals for data purposes only. Among the 3 data sets, the researcher found that there was complete unanimity as to the common characteristics of high-achieving schools located in rural communities influencing student achievement: culture, motivation, instructional leadership, empowerment, school leadership, trust, and community involvement. The twelve teachers and seven parents were unanimous that the two principals maintained a positive demeanor, visibly demonstrated care, supported and openly dialogued with the teachers to make their own classroom decisions, maintained an open-door policy, and modeled professional behavior.   [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: Academic Achievement, Educational Indicators, School Location, Federal Programs

Curran, Mary Carla; Bower, Amy S.; Furey, Heather H. (2017). Detangling Spaghetti: Tracking Deep Ocean Currents in the Gulf of Mexico, Science Activities: Classroom Projects and Curriculum Ideas. Creation of physical models can help students learn science by enabling them to be more involved in the scientific process of discovery and to use multiple senses during investigations. This activity achieves these goals by having students model ocean currents in the Gulf of Mexico. In general, oceans play a key role in influencing weather patterns and climate. Water movement also affects fisheries through transport of various fish and invertebrate species as well as their predators and prey. Currents also impact the dispersion of pollutants, as in after an oil spill such as the catastrophe of the Deepwater Horizon oil rig in 2010. Currents exist deep in the ocean, and they do not always travel in the same direction as currents at the surface. This concept of the existence of ocean currents below the surface can be hard to explain, but we provide methodology for sharing this information in a way that is accessible to K-12 students, including the visually impaired. In addition to the NGSS standards and Ocean Literacy principles addressed, this activity has larger implications related to socioeconomics and international law. [More] Descriptors: Science Instruction, Models, Teaching Methods, Inquiry

Tacelosky, Kathleen (2017). Transnational Students in Mexico: A Summer Writing Workshop as a Way to Improve English Writing Skills, International Education Journal: Comparative Perspectives. Transnational students, that is, those who have had one or more years of schooling in the US and are now in school in Mexico, make up a sizeable and growing population. For these students, the language of the home, Spanish, abruptly becomes the language of school and what was the language of school and socialization outside the home, English, is all but removed from their sphere. However, English is a language with which they identify. Further, in my interviews with them, transnational students express a desire to maintain English and express concern over lack of opportunities to do so. Thus, a writing workshop was offered for three weeks in the summer of 2015. The four member instructional team made up of US university students and a professor engaged the workshop participants in warm-up activities, mini-lessons, sustained writing periods and sharing of work. Some gains were found in the areas of mechanics, content and spelling, but the study's greater contribution is as a case study on which to design an improved workshop in the future. [More] Descriptors: Foreign Countries, Writing Skills, Writing Workshops, Writing Improvement

Butvilofsky, Sandra A.; Escamilla, Kathy; Soltero-Gonzalez, Lucinda; Aragon, Lorenso (2012). Promoting Reflective Teaching through Simulation in a Study in Mexico Program, Journal of Hispanic Higher Education. Preparing teachers to meet the educational needs of bilingual Latino students in U.S. schools has been termed a demographic imperative. This study explored 57 U.S. teachers' reactions and reflections to participation in a simulation experience held during a teaching/learning experience in Mexico as part of their master's program in bilingual/ESL education. Findings illustrate great promise in such experiences for teachers, as they encourage critical reflection about the challenges of learning and teaching a second language. [More] Descriptors: Educational Needs, Language Teachers, Masters Programs, Foreign Countries

Caudillo, Mónica L.; Torche, Florencia (2014). Exposure to Local Homicides and Early Educational Achievement in Mexico, Sociology of Education. We investigate the effect of children's exposure to local violence on grade failure in Mexico. We construct an annual panel of all elementary schools from 1990 to 2010 and merge municipality-level homicide rates to analyze the effect of exposure to local homicide. Using a variety of causal inference techniques, we consistently find that exposure to local violence increases the probability of failing a grade in elementary school. This effect is net of demographic, economic, and migratory trends usually associated with violence and is likely driven by heightened fear and anxiety and change in parenting practices. Our findings suggest that violent crime in children's environments compromises early educational achievement and may have long-lasting consequences on human capital formation and economic well-being. [More] Descriptors: Foreign Countries, Homicide, Academic Achievement, Social Influences

Corbett, Julie (2015). New Mexico: State Policy Brief, Center on School Turnaround at WestEd. This brief is one in a series highlighting state policies, regulations, practices, laws, or other tools intended to create the necessary conditions for school and/or district turnaround. Each brief includes an overview of the relevant turnaround tool, its development process, its impact, and lessons learned that could assist other education agencies interested in enacting something similar. The briefs will also include relevant resources, such as the text from state codes, interviews with state education leaders, news articles, state board of education meeting minutes, bill status updates, and legislative amendments. [More] Descriptors: School Turnaround, Principals, Mentors, Public Education

Charli-Joseph, Lakshmi; Escalante, Ana E.; Eakin, Hallie; Solares, Ma. José; Mazari-Hiriart, Marisa; Nation, Marcia; Gómez-Priego, Paola; Pérez-Tejada, César A. Domínguez; Bojórquez-Tapia, Luis A. (2016). Collaborative Framework for Designing a Sustainability Science Programme: Lessons Learned at the National Autonomous University of Mexico, International Journal of Sustainability in Higher Education. Purpose: The authors describe the challenges and opportunities associated with developing an interdisciplinary sustainability programme in an emerging economy and illustrate how these are addressed through the approach taken for the development of the first postgraduate programme (MSc and PhD) in sustainability science at the National Autonomous University of Mexico (UNAM). The purpose of this paper is to outline an approach that has a potential for application in other parts of Latin America and perhaps more broadly in other world regions sharing some of the same challenges and opportunities as found in Mexico. Design/Methodology/Approach: The implemented collaborative framework enabled a transformation of disciplinary research and teaching at UNAM into a postgraduate programme designed to generate cutting-edge educational and research capabilities. The approach to curriculum and programme design emphasized the process and methodological framework for curriculum development as much as the outcome itself. It entailed three primary elements: theory on collaborative processes; the curriculum design approach; and a formative and summative evaluation. Findings: Several of the challenges faced were related to the nature of the institution (mainly because of the complexity of its organization and the emphasis in maintaining disciplinary boundaries), as well as to the curriculum development and design approach (acceptance of a competency-based programme appropriate for the MSc but considered restrictive for the PhD). The experience the authors relate in this paper exemplifies how to cope with such challenges. The approach enabled the emergence of a shared vision that was appropriated by all the participants. This ultimately empowered them in the presentation of the curriculum to their disciplinary peers. Furthermore, the approach facilitated the creation of a programme that remained salient along the process, while increasingly gained legitimacy and credibility among the academic community. Social Implications: In Mexico, the number of sustainability practitioners and scientists is still insufficient, and there is a clear lack of capacities in key themes and tools. UNAM combines a strong scientific tradition and a foundational mandate to serve both the country and humanity and is, thus, a natural platform for developing a higher education programme in sustainability science. The approach taken in the development of UNAM's programme has useful lessons for the development of similar programmes in other developing nations facing similar educational and institutional challenges. Originality/Value: This model not only resulted in an innovative and novel programme in sustainability education but also, in the process, strengthened the competencies of diverse stakeholders through a systematic collaborative framework that fosters sustainability as a social learning process. Such experience illustrates the advantages of implementing a collaborative approach to enable the emergence of a critical mass capable to handle the diversity presupposed by a curriculum in sustainability science. It also shows how such a collaborative process can be implemented to overcome the limited resources, lack of experience in sustainability education and strong disciplinary focus that hampers the advancement of higher education in institutions similar to UNAM. [More] Descriptors: Sustainability, Science Education, Graduate Study, Curriculum Development

Gonzales, Arturo; Westerberg, Verner S.; Peterson, Thomas R.; Moseley, Ana; Gryczynski, Jan; Mitchell, Shannon Gwin; Buff, Gary; Schwartz, Robert P. (2012). Implementing a Statewide Screening, Brief Intervention, and Referral to Treatment (SBIRT) Service in Rural Health Settings: New Mexico SBIRT, Substance Abuse. This is a report on the New Mexico Screening, Brief Intervention, and Referral to Treatment (SBIRT) project conducted over 5 years as part of a national initiative launched by the Substance Abuse and Mental Health Services Administration with the aim of increasing integration of substance use services and medical care. Throughout the state, 53,238 adults were screened for alcohol and/or drug use problems in ambulatory settings, with 12.2% screening positive. Baseline substance use behaviors among 6,360 participants eligible for brief intervention, brief treatment, or referral for treatment are examined and the process of implementation and challenges for sustainability are discussed. [More] Descriptors: Medical Services, Substance Abuse, Intervention, Drug Use

de la Piedra, Maria Teresa; Araujo, Blanca E. (2012). Literacies Crossing Borders: Transfronterizo Literacy Practices of Students in a Dual Language Program on the USA-Mexico Border, Language and Intercultural Communication. Research on transnational literacies has generally focused on youth who live in one country and communicate using digital literacies across national boundaries. Our work contributes to this literature by providing a view of transnational literacies that are unique to the USA-Mexico border region. The students in this ethnographic study navigate two countries, two languages, and two homes on a weekly and sometimes daily basis. This article describes the literacies that these transfronterizo youth acquire as border crossers. Our focus is on the print and digital literacies learned outside of the classroom and how these are being used by the students in academic settings. [More] Descriptors: Ethnography, Foreign Countries, Information Literacy, Information Technology

Center on Education Policy (2010). Subgroup Achievement and Gap Trends: New Mexico. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), New Mexico showed across-the-board gains–improvements in reading and math at the basic-and-above, proficient-and-above, and advanced levels for all major racial/ethnic subgroups and low-income students. Progress in narrowing achievement gaps at grades 4, 8, and 11 was mixed. Comparable data were available for 2005-2009 at grades 4 and 8 and for 2007-2009 at grade 11. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps", see ED513914. For the 2009 New Mexico report, see ED507961.] [More] Descriptors: Scores, Grade 8, Grade 4, Reading Achievement

Díaz-Barriga, Frida; Barrón, María Concepción (2014). Curricular Changes in Higher Education in Mexico (2002-2012), Journal of Curriculum and Teaching. Based on the analysis of 1241 documents published in Mexico (2002-2012) concerning curriculum studies, we find that the issue of innovation was addressed in 6 out of 10 research papers that focused on the higher education level (60.4%). It shows an increase in empirical research, quantitative and qualitative, that accounts for the process of implementation of innovative curriculum models and recover the experiences of his actors. There is still a predominance of neoliberal discourse and a vertical approach in curricular reforms, the "top-down curriculum design", but there are also examples of active agency of actors (mostly teachers and students), ranging from acts of resistance and rejection, to proactive experiences in their academic communities based on the organization of groups of teachers or researchers who took a leading role and achieved successful experiences related to the needs of their context. The lack of a systemic change approach, and especially appropriate teacher training processes, are the main obstacle to educational change prescribed in the curricular reforms in Mexico. In higher education are two important issues: the competency based education approach and the curricular flexibility. In both terms prevails polysemy, and there are no consistent attempts to innovation through them in the sense of changing conceptions and practices in the classrooms. The competencies approach suffers a "pedagogical vacuum", and in some curricular reforms it has tried to fill in several ways, primarily the adoption of business models or neo-behaviorists conceptions transferred to universities. The flexible curriculum is not only a technical issue, because of its implications in the management and administration of universities, as well as in school practices and processes. There is evidence that the most important problems in their implementation concerns legal aspects, academic organization and operation, as well as by the lack of mentoring and academic mobility of students and teachers. [More] Descriptors: Foreign Countries, Curriculum Development, College Curriculum, Educational Innovation

Rockwell, Elsie (2014). From Internal Unravelling to Transnational Assembling: Histories of Education in Mexico, Paedagogica Historica: International Journal of the History of Education. Ways of talking about social histories tend to follow social realities as well as personal inclinations. The very terms we use reflect and refract particular histories. The authors of our sources foretold many concepts as they carved out the domains and marked the paths later historians were to follow in their attempt to understand the past. It is difficult to counter these imprints, to "brush history against the grain". Attempts to get beyond the obvious in the documents may gain from examining local history through lenses forged in other cultural and academic traditions. This essay traces how such a current emerged in Mexico, anticipating and in close connection with participation in the International Standing Conference on History of Education and "Paedagogica Historica" communities. [More] Descriptors: Foreign Countries, Educational History, Historiography, Local History

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