Bibliography: Mexico (page 031 of 481)

This annotated bibliography is curated specifically for the Positive Universe: Mexico website.  Some of the authors featured on this page include Maria E. Lemus-Hidalgo, Marty Strange, Manuel Lopez Delgado, Robert Sapien, Elizabeth A. Lilliott, Jacinto Rodriguez, Chloe Gray, Barbara E. Morgan, Beverly Hine, and Gilbert A. Quintero.

Esplin, Scott C.; Randall, E. Vance; Griffiths, Casey P.; Morgan, Barbara E. (2014). Isolationism, Exceptionalism, and Acculturation: The Internationalisation of Mormon Education in Mexico, Journal of Educational Administration and History. Faiths have long used education as a means to preserve and transmit cultural values from one generation to the next. However, they have also employed education to unite people of different cultures and proselytise others to their worldview. Over the last two centuries, the Church of Jesus Christ of Latter-day Saints (Latter-day Saint, LDS, or Mormon) has exercised these same patterns in its educational programmes, especially internationally, as it has sought to expand around the world. Using Mormonism's Juðrez Academy in northern Mexico as a historical case study, our paper demonstrates how transnationally governed religion-led school systems can confront the challenge of exceptionalism by embracing local culture and customs while maintaining the heritage of their faith tradition. The study advances the field of international education, highlighting the issues of globalisation, cultural transfer, and transnational educational governance. [More] Descriptors: Religious Cultural Groups, Religious Education, Foreign Countries, International Education

Willging, Cathleen E.; Quintero, Gilbert A.; Lilliott, Elizabeth A. (2014). Hitting the Wall: Youth Perspectives on Boredom, Trouble, and Drug Use Dynamics in Rural New Mexico, Youth & Society. We examine the experience of boredom and its relationship to troublemaking and drug use among rural youth in southwestern New Mexico. We draw on qualitative research with area youth to describe "what" they think about drug use and "how" they situate it within their social circumstances. We then locate youth drug use within globalized processes affecting this setting, including a local economic environment with limited educational and employment opportunities for youth. Drug use emerges as a common social practice that enables youth to ameliorate boredom, yet only some youth become known as troublemakers. Study findings offer insight into how dominant social institutions–schools and juvenile justice authorities–shape the construction of trouble from the perspectives of youth. We contend that boredom and troublemaking among rural youth are not simply age-appropriate forms of self-expression but instead represent manifestations of social position, political economic realities, and assessments of possible futures. [More] Descriptors: Psychological Patterns, Rural Youth, Qualitative Research, Drug Abuse

Delgado, Manuel Lopez (2014). Democratic Leadership in Middle Schools of Chihuahua Mexico: Improving Middle Schools through Democracy, Journal of International Education and Leadership. The purpose of this study was to analyse the effects of the implementation of a democratic approach to lead and manage middle schools in Chihuahua, Mexico. This research was based on a Likert questionnaire and semistructured interviews to explore the level of involvement of students, teachers, and parents in schools participating in a programme based on democratic leadership. A typology emerged of the style of democratic culture that is prevalent in schools participating: democracy in simulation, democracy in construction, and democracy in consolidation. Schools participating in the programme conceive that school improvement must be based on a shared responsibility of all members of the learning community. However, the results suggest that this aspiration has not been totally consolidated since findings showed that in general these schools are modestly performing as democratic schools. [More] Descriptors: Democratic Values, Middle Schools, Instructional Leadership, Likert Scales

López-Aymes, Gabriela; Acuña, Santiago Roger; Damián, Gloria G. Durán (2014). Families of Gifted Children and Counseling Program: A Descriptive Study in Morelos, Mexico, Journal of Curriculum and Teaching. For some decades we can find studies where perceptions and family attitudes toward children with giftedness are discussed, leading to the conclusion that children with these characteristics should be perceived and studied as part of an ecosystem that should include both family, and the college and the inner world of the child. Unfortunately in Mexico, studies about families of gifted children are scarce. Hence, the study has two aims: first, to identify the characteristics of 30 Mexican families, with at least one gifted child; second, to propose educational orientation for their families. Two questionnaires were designed. One of them gathers information about: age of parents, parents' education, number of family members and general characteristics of their gifted children. The other questionnaire collects the opinion about what does it mean for parents to have a talented or gifted child. A program is proposed to work with parents around the more relevant issues regarding their child and the family. [More] Descriptors: Foreign Countries, Gifted, Family Counseling, Children

Levinson, Bradley A.; Blackwood, Janet; Cross, Valerie (2013). Recipients, Agents, or Partners?: The Contradictions of Teacher Participation in Mexican Secondary Education Reform, Journal of Educational Change. The countries of Latin America have been no exception to global calls for educational transformation and teacher professionalization at the secondary level. One of the newest of these reforms is Mexico's Reforma de la Educacion Secundaria (RS) (Reform of Secondary Education), launched in 2006. This article examines portrayals by various actors of the nature and extent of the participation of both teachers and the teachers' union in the different phases of the RS, beginning with the initial formulation of the reform through the implementation and the "follow-up." Findings indicate that in spite of efforts to provide more transparency and opportunities for teacher participation, for the most part secondary teachers in Mexico neither felt like agents nor partners in the RS, nor did they function as such in the reform process. As in previous reform efforts, teachers mostly felt that they were recipients of plans formulated by government officials, and as a result many have evidenced neither complete compliance nor full commitment to the reform. The national teachers' union, meanwhile, claims to represent teachers' voices and thus a form of teacher participation, but this claim is denied in the findings. The discussion and conclusions emphasize the multiple significations of teacher "participation" and the need to overcome system-wide contradictions, while drawing on theory about the conditioned state, bureaucracy, and democratizing civil society to help situate and explain the findings. [More] Descriptors: Foreign Countries, Educational Change, Secondary Education, Teacher Participation

Rodriguez, Jacinto (2013). Data Overload Impact on Project Management: How Knowledge Management Systems Can Improve Federal Agencies Effectiveness, ProQuest LLC. This mixed method exploratory case study was used to explore the effect data overload has on project management, how data overload affects project management effectiveness, how prepared program office staff is to manage multiple projects effectively, and how the program office's organizational structure and data management systems affect project management effectiveness. A 10-question survey was used to gather descriptions of the work experiences of 22 project managers and assistants at a United State federal agency program office in Mexico City, Mexico. Data were analyzed using an automated tool, namely, Survey Monkey software, and a manual approach that included reviewing project management documents and reports. The effectiveness of project managers and assistants was evaluated to determine their capacity to provide timely and accurate projects status reports. Project effectiveness was measured by determining if projects were delivered on time, within the allotted budget, and as originally planned or designed to perform. [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: Knowledge Management, Program Administration, Public Agencies, Data Collection

Terrazas-Arellanes, Fatima E.; Knox, Carolyn; Rivas, Carmen (2013). Collaborative Online Projects for English Language Learners in Science, Cultural Studies of Science Education. This paper summarizes how collaborative online projects (COPs) are used to facilitate science content-area learning for English Learners of Hispanic origin. This is a Mexico-USA partnership project funded by the National Science Foundation. A COP is a 10-week thematic science unit, completely online, and bilingual (Spanish and English) designed to provide collaborative learning experiences with culturally and linguistically relevant science instruction in an interactive and multimodal learning environment. Units are integrated with explicit instructional lessons that include: (a) hands-on and laboratory activities, (b) interactive materials and interactive games with immediate feedback, (c) animated video tutorials, (d) discussion forums where students exchange scientific learning across classrooms in the USA and in Mexico, and (e) summative and formative assessments. Thematic units have been aligned to U.S. National Science Education Standards and are under current revisions for alignment to the Common Core State Standards. Training materials for the teachers have been integrated into the project website to facilitate self-paced and independent learning. Preliminary findings of our pre-experimental study with a sample of 53 students (81% ELs), distributed across three different groups, resulted in a 21% statistically significant points increase from pretest to posttest assessments of science content learning, t(52) = 11.07, p = 0.000. [More] Descriptors: Foreign Countries, English Language Learners, Science Instruction, Partnerships in Education

Ramos, Mary M.; Greenberg, Cynthia; Sapien, Robert; Bauer-Creegan, Judith; Hine, Beverly; Geary, Cathy (2013). Behavioral Health Emergencies Managed by School Nurses Working with Adolescents, Journal of School Health. Background: As members of interdisciplinary teams, school nurses provide behavioral health services. Studies indicate that school nurses may lack sufficient continuing education in adolescent behavioral health and in the management of behavioral health emergencies, specifically. We conducted this study to describe the adolescent behavioral health emergencies managed by school nurses. Methods: We used data from a New Mexico public school nurse workforce survey to describe the involvement of school nurses in managing adolescent behavioral health emergencies. We included all respondents who self-identified as working in a secondary school (N?=?186). We conducted descriptive analyses. Results: Two thirds of survey respondents had provided emergency management in the prior school year for child abuse or neglect, depression, and violence at school. Over 40% had provided emergency management for a suicidal student in the prior school year. Although almost 80% of respondents identified "violence at school" as a very important continuing education topic, 40% reported having received continuing education on this topic in the prior 5?years. Conclusions: In New Mexico, public school nurses provide substantial amounts of emergency management for adolescent behavioral health problems. Continuing education received by school nurses on behavioral health emergencies may not be commensurate with their clinical responsibilities. [More] Descriptors: Adolescents, School Nurses, School Health Services, Surveys

Lemus-Hidalgo, Maria E. (2017). The Role of Teachers' Experiences in the Construction of Their Knowledge and Beliefs: A Case Study of English Language Teaching in Mexico, Online Submission. The present article drew on a larger interpretivist case study research of the role of teachers' knowledge and beliefs in their teaching practices. It was constructed with the participation of four teachers that studied the same BA in ELT program and worked in the same state university in Mexico. The purpose of this article is to raise awareness of the role of learning and teaching experiences in the development of teachers' knowledge and beliefs and of their implications for language teacher education. Observations, interviews, conversations, class video recordings and teachers' journals were the methods used for the collection of the data. The case study not only shows that teachers' knowledge, beliefs and teaching practices inform each other persistently in a dynamic process but also illustrates the significant role that learning and teaching experiences seem to have in the development of teachers' knowledge and as sources of their beliefs. Teachers' teaching practices appear to be mainly supported by their experiential knowledge and driven by their core beliefs; beliefs that are grounded in experience. Awareness of these aspects in the BA in ELT curriculum and in its delivery, would enhance the education of future teachers of English as a foreign language. [More] Descriptors: Role, Teacher Attitudes, Teaching Experience, Teaching Methods

Sagyndykova, Galiya (2014). Three Essays in Microeconomics of Education, ProQuest LLC. Education today is inseparable from the accumulation of human capital. "The New York Times" called human capital the most important asset in our portfolio. In my dissertation, I analyze the effectiveness of different educational policies and programs in Mexico and the United States. In the first chapter of my dissertation I study the differences in the academic performance of students in the double-shift schooling system in Mexico. The double-shift schooling system is a common policy in countries with constrained resources. This policy is viewed as a way to serve more students. In Mexico, people believe that the morning shift provides better educational opportunities than the afternoon shift. This belief and, as a result, the excess demand for the morning shift have created a biased selection of better students into the morning session. The results suggest that a non-random assignment of students to schooling sessions explains the apparent academic inequality between students from different sessions. The second chapter of my dissertation evaluates the Gifted and Talented Program in the elementary schools of TUSD. Gifted education and tracking ability programs have attracted a great deal of attention from education and economic researchers. However, there is no definite conclusion about the effects of these programs. In addition, the program placement is likely to be endogenous with respect to outcomes. The results suggest that there is a positive effect of the self-contained program, however, the instrumental variables estimation show no evidence of the effect. In the third chapter I study school preferences under the open enrollment policy in the U.S. Some of the nation's largest districts are forced to close schools because of declines in student enrollment and budget cuts. Public schools are losing enrollment to charter schools. Moreover, under the open enrollment law students are opting out to other, more attractive, neighboring districts. In order to keep schools open the school administration needs to understand what characteristics of schools would attract and keep students in schools. The results show that students are more likely to choose big schools in wealthier neighborhoods, with low mobility rates, and higher average scores. [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: Microeconomics, Foreign Countries, Human Capital, Educational Policy

Esquinca, Alberto; Araujo, Blanca; de la Piedra, María Teresa (2014). Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border, Bilingual Research Journal. The article analyzes meaning-making practices in a two-way dual-language (TWDL) program on the U.S.-Mexico border among "transfronterizo" and Mexican-origin youth. In the article, we show that emergent bilingual learners and their teacher participate in activities that mediate understanding of science content knowledge. We show how the teacher of a fourth-grade TWDL classroom creates a borderland space in which the full repertoire of students' languages, including translanguaging, is recognized and validated. We illustrate how the teacher, Ms. O, guides students to use strategies and meaning-making tools in both languages to construct meanings of the science content. We also demonstrate how she scaffolds students' language development, develops students' higher-order thinking, and involves all students in constructing understanding. We end with a discussion and suggestions for dual-language teaching. [More] Descriptors: Code Switching (Language), Learning Strategies, Second Language Learning, Bilingual Education Programs

Campero, Lourdes; Herrera, Cristina; Benítez, Alejandra; Atienzo, Erika; González, Guillermo; Marín, Eréndira (2014). Incompatibility between Pregnancy and Educational Projects, from the Perspective of Socially Vulnerable Adolescent Women and Men in Mexico, Gender and Education. Research focused on adolescent pregnancy reports that this event acquires significance and has different consequences according to the context and social subjects who experience it. In this study, by means of a sample formed by adolescent women and men who are socially vulnerable in Mexico, with and without a history of pregnancy, we can see how this reproductive event turns into a factor of educational vulnerability and how their possibilities and expectations with respect to continuing in school are determined in a differentiated manner, according to gender. The findings show that adolescent pregnancy in vulnerable sectors is scarcely compatible with educational projects and that possibilities and expectations to continue in or re-enter the school system are determined by gender differences; these usually lead to fewer opportunities for adolescent women to return to school during or after pregnancy. [More] Descriptors: Pregnancy, Adolescents, Early Parenthood, Foreign Countries

Gray, Chloe (2010). Alternative Education Spaces in Mexico, CELE Exchange. This article explores the architecture of the Red de Innovacion y Aprendizaje (RIA), or Learning and Innovation Network, which is a group of education centres that provide access to computers, the Internet and quality education to low-income communities in Mexico. The RIA began in May 2009 when ten pilot centres were opened in four municipalities in the State of Mexico. Just over a year later, nearly 60 000 users had registered at the centres. Due to its success as an alternative education model, the RIA will expand its network with 32 new centres by the end of 2010. The project aims to reach some 230 000 users by 2012. Designed by Ludens, a Mexico City-based architecture firm, the centres provide an environment conducive to learning through spaces that are sustainable, comfortable, secure and strategically located. Low-impact materials and a modular, minimal design fashion the spaces. Architectural elements respond to the immediate surroundings to create a comfortable and safe learning environment. In order to maximize the impact of the RIA, the sites are chosen through in-depth urban studies. These have the effect of applying "urban acupuncture" to the areas where education is most needed. [More] Descriptors: Municipalities, Nontraditional Education, Architecture, Access to Computers

Johnson, Jerry; Strange, Marty (2009). An Analysis of the Impacts of the AIR Funding Formula Proposal on New Mexico School Districts, Rural School and Community Trust. This report of the Rural School and Community Trust and the Ben Lujan Leadership and Public Policy Institute presents findings from an investigation of the impact of the funding formula proposal commissioned by the New Mexico Funding Formula Task Force (FFTF) and developed by American Institutes of Research (AIR). Appointed by the New Mexico Legislature and Governor Bill Richardson, the Funding Formula Task Force (FFTF) was charged with providing recommendations regarding the state's public education funding mechanism. The FFTF contracted with American Institutes of Research (AIR), which conducted a comprehensive study of the current New Mexico public school funding formula and presented recommendations for a proposed new formula. The AIR report was submitted to the New Mexico Legislature in January 2008. The resulting proposed legislation (HB 241) did not pass during the thirty day legislative session, but may be reconsidered during the 2009 legislative session. This report uses data from the AIR report and from other publicly available sources e.g., the U.S. Census Bureau, the National Center for Education Statistics) to investigate the expected impact of the proposed formula on school districts with varying characteristics. There are more recent estimates of the distributional effect of the formula from the New Mexico Public Education Department (which estimates the Department has invited public school districts to respond to, particularly with respect to the accuracy of the underlying variables on which they are based). We use the AIR estimates even though they are a year older because they are part of a comprehensive database containing all variables on which the formula is based. (Two appendixes include: (1) Gain Quartiles; and (2) Regional Distribution of Gain Quintiles. Contains 4 footnotes and 8 tables.) [This report was published in partnership with the Ben Lujan Leadership and Public Policy Institute.] [More] Descriptors: Funding Formulas, Public Schools, School Districts, Educational Finance

Miller, Karyn (2016). Education across Borders: The Relationship between Age at Migration and Educational Attainment for Mexico-U.S. Child Migrants, Teachers College Record. Background/Context: The flow of people, including children, across international borders is a growing trend. While research has emphasized the relationship between parental migration and children's educational outcomes, little is known about how child migration itself influences educational attainment. Purpose: To examine the relationship between Mexico-U.S. child migration and (a) completed years of schooling and (b) likelihood of dropping out of school. Subjects: 33,705 Mexican-born individuals between 7 and 22 years old. Research Design: Secondary data analysis. Data Collection and Analysis: Using data from the Mexican Migration Project (MMP134), pooled OLS and logistic regression models were used to examine the relationship between Mexico-U.S. child migration and (a) completed years of schooling and (b) likelihood of dropping out of school. The sample was split into three groups representing age at first migration (0-6, 7-12, 13-15), allowing for investigation of age-specific incentives and barriers to investment in education. Further descriptive analysis explored what children who drop out of school do instead. Findings: Mexican-born children who first migrate to the United States between the ages of 0 and 6 may have an educational advantage relative to their peers who stay behind, while those who migrate between the ages of 13 and 15 have an educational disadvantage. Specifically, migration in early childhood is related to more years of schooling and increased persistence in school for compulsory school-age children; migration in later childhood is associated with an increased likelihood of dropping out of school. Parental education and household wealth are strong, positive predictors of educational attainment, while being from a community with high migration rates is related to fewer years of schooling and a higher likelihood of dropping out. Of those who drop out, the majority of females are engaged in housework while the majority of males are employed as unskilled workers. Further, migrant students who drop out of school in the United States are more likely to be poor, male, members of large families, and have parents with low levels of education. Conclusions: This study suggests that educational policy regarding migrant students cannot be divorced from the larger, national immigration debate. It also identifies key characteristics of migrant students who drop out of school in the United States, which has implications for practice. Schools and support services can target this vulnerable population and the specific challenges to educational attainment it encounters. [More] Descriptors: Foreign Countries, Mexicans, Immigrants, Educational Attainment

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