Bibliography: Mexico (page 032 of 481)

This annotated bibliography is reformatted and customized for the Positive Universe: Mexico website.  Some of the authors featured on this page include Dennis D. Gilbride, Julio Noboa, Ian Grosvenor, Malena Salazar, Jessica R. Goodkind, Jazmin Mora-Rios, Perla Medina Aguilar, Jana Visnovska, Jose Luis Cortina, and Hannah von Ahlefeld.

von Ahlefeld, Hannah (2009). Evaluating Quality in Educational Spaces: OECD/CELE Pilot Project, CELE Exchange. CELE's International Pilot Project on Evaluating Quality in Educational Spaces aims to assist education authorities, schools and others to maximise the use of and investment in learning environments. This article provides an update on the pilot project, which is currently being implemented in Brazil, Mexico, New Zealand, Portugal and the United Kingdom. [More] Descriptors: Pilot Projects, Foreign Countries, Educational Quality, School Space

Heard, Georgia (2009). Celestino: A Tribute to the Healing Power of Poetry, Voices from the Middle. Georgia Heard spent a week with students in New Mexico, encouraging their search for "self-portrait poetry"–poetry in which they saw themselves. She witnessed courage, pain, tragedy, and hope in the choices and writing of those struggling students, and came to learn that at least one among them had found a life-changing outlet. [More] Descriptors: Pain, Poetry, Self Disclosure (Individuals), At Risk Students

Ishii, Harue; Gilbride, Dennis D.; Stensrud, Robert (2009). Students' Internal Reactions to a One-Week Cultural Immersion Trip: A Qualitative Analysis of Student Journals, Journal of Multicultural Counseling and Development. The authors investigated the experiences of counseling students on a 1-week cultural immersion trip to New Mexico. Students' journals were analyzed, using the open coding procedure from grounded theory. Five major categories emerged that reflected students' internal reactions to the experience. The findings and their instructional implications are discussed. [More] Descriptors: Grounded Theory, Student Attitudes, Student Journals, Cultural Awareness

Dotson-Blake, Kylie P. (2010). Learning from Each Other: A Portrait of Family-School-Community Partnerships in the United States and Mexico, Professional School Counseling. Family-school-community partnerships are critically important for the academic success of all students. Unfortunately, in the face of specific barriers, Mexican immigrants struggle to engage in partnership efforts. In the hopes of promoting the engagement of Mexican immigrant families in partnerships, this article presents the findings of a transnational ethnography, exploring family-school-community partnership experiences of Mexican nationalists in Veracruz and Mexican immigrants in North Carolina. A portrait of partnerships in Mexico is contrasted with a portrait of partnerships in the United States, highlighting similarities and differences in role, structure, and function. School counselors are offered strategies for utilizing the knowledge of partnerships in Mexico to promote and support the engagement of Mexican immigrants in partnerships in the United States. [More] Descriptors: Mexican Americans, Ethnography, Foreign Countries, School Counselors

Goodkind, Jessica R.; Gonzales, Melissa; Malcoe, Lorraine H.; Espinosa, Judith (2008). The Hispanic Women's Social Stressor Scale: Understanding the Multiple Social Stressors of U.S.- and Mexico-Born Hispanic Women, Hispanic Journal of Behavioral Sciences. Measurement of social stressors among Hispanic women is a growing and important area of study, particularly in terms of understanding explanatory mechanisms for health disparities. This study involved adaptation of the Hispanic Stress Inventory and the Latin American Stress Inventory to create a measure of social stressors specifically for both immigrant and nonimmigrant Hispanic women. The measurement development process included review of existing scales, focus groups with Hispanic women (U.S.- and Mexico-born) in New Mexico, and creation, pilot testing, and factor analysis of a 41-item scale. Results indicate that the Hispanic Women's Social Stressor Scale is a reliable and valid measure of the social stressors experienced by U.S.-born and Mexico-born Hispanic women in the Southwest. Factor analyses revealed six reliable and conceptually distinct sub-scales of social stressors: immigration, socioeconomic, racism-related, familial, parental, and employment. Convergent and criterion validity were supported. [More] Descriptors: Stress Management, Females, Focus Groups, Predictive Validity

Ambrus, Steven (2012). Losing American Students, Mexican Universities Struggle against a Scary Image, Chronicle of Higher Education. Like most Mexicans, Eugenio Yarce has been deeply affected by the violence between drug cartels and the Mexican army, which has filled news coverage with accounts of kidnappings, assassinations, and torture. But for Mr. Yarce, deputy rector for outreach here at the private Autonomous Popular University of the State of Puebla, or Upaep, the bloodletting has taken an added toll. Responsible for overseeing international programs, he has lost 20 full-time and 130 summer students from the United States in the past year and a half. That has become a dishearteningly familiar story for Mexico's colleges and universities, which have found themselves struggling to defend their safety record amid negative coverage of Mexico in the American news media and grim travel warnings from the U.S. State Department. Between the 2005-2006 and 2009-2010 academic years, the number of American undergraduate and graduate students studying in Mexico dropped 29 percent, to 7,157, according to the most recent "Open Doors" report from the Institute of International Education. Mexican institutions say not only that they are receiving fewer applications from students in the United States, but also that they are able to send fewer students north as exchange programs are canceled. A survey of 30 institutions last May by the Mexican Association of International Education found that 86 percent had experienced a decline in enrollments by international students and 23 percent had had exchange programs canceled. The overwhelming portion of that reduction appears to have been a result of cancellations by students and universities from the United States. Officials of the university fear the withdrawals could impoverish its cultural and academic atmosphere, given the relatively few opportunities that its middle- and lower middle-class students have for travel. They say they will be looking to create relationships with universities in other countries, adding that they are exploring opportunities in Britain, France, Germany, and the Netherlands. [More] Descriptors: Foreign Countries, International Educational Exchange, Exchange Programs, International Programs

Holmes, Ryan Clevis (2014). Cause for Concern: A Mixed-Methods Study of Campus Safety and Security Practices in United States-Mexico Border Institutions of Higher Education, ProQuest LLC. Campus safety has been a source of concern since the 1990s. However, in 2007, the tragedy at the Virginia Polytechnic and State University sent a sense of alarm through many institutions of higher education. Immediately following this tragedy, institutions across the country began to evaluate and question their safety and security practices. While many recommendations and mandates have been created by public and private agencies to offer guidance to institutions of higher education, none of the recommendations or mandates offered has been specific to the United States-Mexico Border region. This mixed-methods study gathered perceptions of permanent threat assessment team members at border institutions of higher education to discover what safety and security practices exist, to discover what mainstream recommendations are followed, to understand what types of aggressors cause concern, and to determine whether students with mental disabilities contribute to safety and security concerns. Further, this study was an attempt to understand considerations that should be made specific to the United States-Mexico border institution community. Findings reported in this dissertation identify specific needs of border institutions and offer safety and security practice recommendations, as well as recommendations for future research that could be implemented in border institutions and adapted for a larger audience. [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: Mixed Methods Research, School Safety, Campuses, Higher Education

Natera Rey, Guillermina; Mora-Rios, Jazmin; Tiburcio Sainz, Marcela; Medina Aguilar, Perla (2010). An International Perspective: Constructing Intervention Strategies for Families in Mexico, Drugs: Education, Prevention & Policy. In this article, the authors comment on the contribution of the Alcohol, Drugs and the Family research group to draw public and scientific attention to the suffering and needs of families coping with addiction problems. The article also describes the impact of the stress-strain-coping-support model and the 5-Step Method on the research, intervention and education domains in Mexico. Some of the limitations to positively influence public policy are underscored; these include the nature of the sociocultural context which favors the view of addictions as private problems that must be solved within the family. The experience of delivering the 5-Step Method to Mexican urban population and its adaptation to indigenous communities and web-based format are discussed as well. Overall, the development and implementation of the 5-Step Method in Mexico has been positive, as demonstrated particularly by a cost-effectiveness study carried out with indigenous communities. Based on this review, the scope and challenges for family intervention in Mexico are outlined considering: (1) the dissemination of the 5-Step Method in both the rural and urban contexts; (2) extensive training of family counsellors; and finally (3) policy making to fulfil the needs of families facing addictive problems. [More] Descriptors: Family Needs, Intervention, Foreign Countries, Public Policy

Grosvenor, Ian (2012). Back to the Future or towards a Sensory History of Schooling, History of Education. This conjectural essay was originally written for a symposium "Historiography of the future: Looking back to the future" held at the International Standing Conference for History of Education (ISCHE) 33, July 2011, San Luis Potosi, Mexico organised by Kate Rousmaniere and Frank Simon. Participants were asked to envision future challenges for the discipline and to imagine what innovations and new interests would arise in the next 30 years. Written from the vantage point of 2041 the essay describes scholarship and methodological approaches used by historians of education to explore the history of the senses. [More] Descriptors: Educational History, Sensory Experience, Futures (of Society), Historians

Sanchez, Patricia; Salazar, Malena (2012). Transnational Computer Use in Urban Latino Immigrant Communities: Implications for Schooling, Urban Education. This article examines the ways in which transnational Latino immigrants in urban communities use computer technology. Drawing from a 3-year ethnographic study, it focuses on three second-generation transnational female youth, their families, and members of their respective immigrant networks. Data were collected in both the United States and Mexico. Findings point to the ways in which urban Latino immigrants acquire technology and use this practice in binational, bilingual contexts. In addition, this research informs what we know about the digital divide, especially regarding bilingual Latino immigrants–a group sorely underrepresented in the literature on technology, communities, and schools. Implications for teaching are also addressed. [More] Descriptors: Computer Literacy, Ethnography, Computers, Foreign Countries

Madlock, Paul E. (2012). The Influence of Cultural Congruency, Communication, and Work Alienation on Employee Satisfaction and Commitment in Mexican Organizations, Western Journal of Communication. This study examined the influence of cultural congruency between societal and organizational cultures on Mexican supervisors' and employees' communication behaviors and employees' work alienation, satisfaction, and commitment. The participants were full time nonmanagement adults working for Mexican owned organizations located in Mexico. This study was grounded by the Theory of Independent Mindedness (TIM). The findings offered support for the value of cultural congruency between the societal culture and the organizational culture. Additional findings indicated that power distance, communication apprehension (CA), supervisors' avoidance messages, and work alienation were all positively related to the job satisfaction and organizational commitment of Mexican employees. [More] Descriptors: Employees, Organizational Culture, Mexicans, Foreign Countries

Noboa, Julio (2012). Missing Pages from the Human Story: World History According to Texas Standards, Journal of Latinos and Education. For more than a decade, the world history course taught in the public high schools of Texas has provided the only comprehensive overview of the story of humanity to millions of students, most of whom are of Mexican descent. The Texas Essential Knowledge and Skills curriculum standard for world history has been foundational for textbook selection, teacher training, and high-stakes standardized tests. This investigation focused on an analysis of these standards and discovered significant bias and omissions that minimize or distort the historical and cultural significance of Mexico and Latin America as well as civilizations throughout the Third World. [More] Descriptors: World History, History Instruction, High Schools, Secondary School Curriculum

Bruguier, Leonard R.; Greathouse Amador, Louise M. (2012). New Educational Environments Aimed at Developing Intercultural Understanding while Reinforcing the Use of English in Experience-Based Learning (Nuevos entornos educativos destinados a desarrollar la comprensión intercultural y a reforzar el uso del inglés mediante el aprendizaje basado en experiencias), PROFILE: Issues in Teachers' Professional Development. New learning environments with communication and information tools are increasingly accessible with technology playing a crucial role in expanding and reconceptualizing student learning experiences. This paper reviews the outcome of an innovative course offered by four universities in three countries: Canada, the United States, and Mexico. Course objectives focused on broadening the understanding of indigenous and non-indigenous peoples primarily in relation to identity as it encouraged students to reflect on their own identity while improving their English skills in an interactive and experiential manner and thus enhancing their intercultural competence. [More] Descriptors: Foreign Countries, Comparative Education, Intercultural Communication, Intercultural Programs

Luschei, Thomas F. (2012). The Effectiveness and Distribution of Male Primary Teachers: Evidence from Two Mexican States, International Journal of Educational Development. Although the results of quantitative studies often indicate that students of male teachers perform worse on achievement tests than those of female teachers, it is not clear that men are less effective teachers. Instead, male teachers may work in more difficult environments. This study uses longitudinal data from Mexico's national teacher incentive program to examine the effectiveness and distribution of male teachers in two Mexican states. While we find some evidence that the students of male teachers score lower than those of female teachers, we also find that male teachers are disproportionately concentrated in lower-achieving and rural schools, and in higher-poverty municipalities. [More] Descriptors: Municipalities, Rural Schools, Teacher Effectiveness, Incentives

Cortina, Jose Luis; Visnovska, Jana; Zuniga, Claudia (2012). Alternative Starting Point for Teaching Fractions, Mathematics Education Research Group of Australasia. We investigate the viability of a new approach to initial fraction instruction. We establish the need to empirically investigate whether the proposed approach shares the strengths of currently used approaches, specifically, whether students will (a) construe problems based on the proposed approach as experientially real, and (b) bring up ideas that could be build upon in subsequent fraction instruction. We then present an analysis of sixteen student interviews from a school in southern Mexico (ages 8 and 9). The analysis supports the conjecture that the proposed approach to initial fraction instruction can be viable, and thus warrants further research attention. [More] Descriptors: Foreign Countries, Mathematics Instruction, Fractions, Teaching Methods

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