Bibliography: Mexico (page 035 of 481)

This annotated bibliography is compiled and customized for the Positive Universe: Mexico website.  Some of the authors featured on this page include Garnet L. Williams, Randy Copas, Haejoong Lee, Christopher Holden, Joshua Schwab-Cartas, Raphael M. Guillory, Claudia Mitchell, Antoon A. Leenaars, Carrie Gold, and Dennis Eggett.

Annie E. Casey Foundation (2017). Kids Count Data Book, 2017: State Trends in Child Well-Being. The "2017 KIDS COUNT Data Book" urges policymakers not to back away from targeted investments that help U.S. children become healthier, more likely to complete high school and better positioned to contribute to the nation's economy as adults. The "Data Book" also shows the child poverty rate in 2015 continued to drop, landing at 21%. In addition, children experienced gains in reading proficiency and a significant increase in the number of kids with health insurance. However, the data indicate that unacceptable levels of children living in poverty and in high-poverty neighborhoods persist. In this year's report, New Hampshire ranked first among states for overall child well-being, moving up one from 2016. Massachusetts and Vermont filled out the top three. Louisiana, New Mexico, and Mississippi were the three lowest-ranked states. [For the "KIDS COUNT Data Book, 2016: State Trends in Child Well-Being," see ED566901.] [More] Descriptors: Child Welfare, Economic Impact, Annual Reports, Well Being

Romero, Arsenio (2013). Political Power of New Mexico Public School Superintendents: A Qualitative Exploratory Study, ProQuest LLC. The purpose of this study is to identify how superintendents use political power, examine the characteristics used by superintendents to function politically, and to define the hidden knowledge of managing politically charged situations. Based on this informative literature and conducted research, I answered the following research questions: 1. How do New Mexico superintendents define political power? 2. What are the political power struggles that are a part of the superintendent's job? 3. What are the characteristics of these situations that make them political? 4. What strategies are most useful when managing political conflicts? 5. What are the outcomes of managed political conflicts? Rational choice theory was used to identify the characteristics employed by superintendents to function politically and to help define the hidden knowledge of managing political power conflicts successfully. The study used focus groups and individual interviews. The sample population was 8 New Mexico superintendents chosen by peers through a snowball technique. The findings revealed: (a) Superintendents encounter many politically charged situations in the job role; (b) Extreme or polarized positions are characteristics of politically charged situations; (c) Effective strategies to manage political conflict include listening and making the other person/group feel heard, building relationships and committee processes; and (d) Outcomes of successfully managed political conflict include the cessation of complaints, and resolutions consistent with personal and organizational values. A politically powerful superintendent must have a wide variety of strategies to employ in managing a political conflict. The key issue to success is in matching the appropriate strategy to the specifics of the conflict. Politically powerful superintendents must have the ability to build relationships and utilize interpersonal skills. Building relationships through advisory committees, regularly scheduled meetings with community decision makers, and high levels of community visibility are proactive strategies superintendents can employ. Also, using interpersonal skills such as listening, asking questions, and making the other party feel as if their concerns have been heard were all strategies that were indicated as effective. Recommendations include an expansion of this study to include all superintendents in New Mexico and further expand the knowledge base regarding political conflict. [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: Political Power, Superintendents, Conflict, Focus Groups

Chavez-Hernandez, Ana-Maria; Paramo, Daniel; Leenaars, Antoon A.; Leenaars, Lindsey (2006). Suicide Notes in Mexico: What Do They Tell Us?, Suicide and Life-Threatening Behavior. According to international and Mexican official statistics, there is a dramatic rise in suicide in Mexico; however, research in this area is severely limited. This is the first study of suicide notes from Mexico in the international literature. From a population of 747 registered suicides, a sample of 106 note-writers and 106 nonnote writers was examined. Using the demographic (descriptive) scheme of Ho, Yip, Chiu, and Halliday (1998), the results indicate that note writers do "not" differ greatly from other suicides. The less educated understandably wrote fewer notes. The most intriguing finding was that suicide in Mexico was associated with an array of factors, notably interpersonal problems. [More] Descriptors: Suicide, Foreign Countries, Psychological Patterns, Educational Attainment

Sarahan, Neal; Copas, Randy (2014). Autism Assets, Reclaiming Children and Youth. The Center for Disease Control estimates that 1 in 88 children have been identified with autism (CDC, 2012). Autism is often associated with other psychiatric, developmental, neurological, and genetic diagnoses. However, the majority (62%) of children identified on the autism spectrum do not have intellectual disability. Instead, they are hurting. Autism can create a kind of brain-based developmental trauma that blocks social relationships necessary for safety, self-regulation, and positive growth. Monarch Institute and Starr Commonwealth are collaborating in leading-edge strength-based research to transform futures for individuals with neurological differences. Both organizations have developmental, relational approaches. Programs using the Monarch model are currently operating at schools in Houston, Texas; Guatemala City; and Mexico City; and at Starr's Montcalm School in Albion, Michigan. [More] Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Competence, Neurology

Holden, Christopher (2014). The Local Games Lab ABQ: Homegrown Augmented Reality, TechTrends: Linking Research and Practice to Improve Learning. Experiments in the use of augmented reality games formerly required extensive material resources and expertise to implement above and beyond what might be possible within the usual educational contexts. Currently, the more common availability of hardware in these contexts and the existence of easy-to-use, general purpose augmented reality design software invite much wider participation. Yet, significant obstacles to widespread use remain. A possible strategy to enable broader exploration of this space is to organize augmented reality games research and development at the local level, as relatively autonomous and informal action by educational practitioners and learners, rather than solely directed by educational researchers. The Local Games Lab ABQ is a loose confederation of faculty and students at the University of New Mexico pursuing the educational uses of augmented reality games. This paper examines how locally organized development might solve problems in a different and more efficient way of scaling educational technology. [More] Descriptors: Simulated Environment, Computer Simulation, Computers, Computer Software

Valdez, Verónica E. (2014). Latina Early Childhood Teachers Negotiating Language Policies "en La Frontera", Bilingual Research Journal. Grounded in new language policy studies (McCarty, Collins, & Hopson, 2011), this qualitative study examines two bilingual Latina preschool teachers' language views, experiences, skills, and goals in a Texas/Mexico border community to determine how these factors mediate their choice to use Spanish/English in their instructional practices with the emergent bilingual children in their classrooms. Despite a stated institutional language policy that valued the equal use of English and Spanish, case study teachers' individual values of and practices with each language were shaped by their educational experiences acquiring English. Particularly, their language skills in each language were found to be influential factors in teachers' negotiations of how much and in what ways Spanish was used for instruction. Implications for teacher training and professional development are discussed. [More] Descriptors: Preschool Teachers, Educational Experience, English (Second Language), Second Language Learning

Schwab-Cartas, Joshua; Mitchell, Claudia (2014). A Tale of Two Sites: Cellphones, Participatory Video and Indigeneity in Community-Based Research, McGill Journal of Education. This polyvocal text is both a narrative and a dialogue between two scholar-activist researchers working in rural communities in distinct parts of the world–South Africa and Southern Mexico–sharing their experiences of using cellular phone and camcorders, while also exploring the potential sustainability of these technologies in the context of rural communities engaging with participatory video projects. These communities are not only playing an increasingly salient role as the mediators of this technology, but through their practices they are drawing much needed attention to the ways in which the researcher-participant dynamic in participatory video practices can be transformed into a more autonomous and participant-led set of practices. The article considers the ways these media forms carry the potential to imagine and honour different worldviews. [More] Descriptors: Foreign Countries, Handheld Devices, Video Technology, Community Study

Bird, Steven; Lee, Haejoong (2014). Computational Support for Early Elicitation and Classification of Tone, Language Documentation & Conservation. Investigating a tone language involves careful transcription of tone on words and phrases. This is challenging when the phonological categories–the tones or melodies–have not been identified. Effects such as coarticulation, sandhi, and phrase-level prosody appear as obstacles to early elicitation and classification of tone. This article presents open source software that can assist with solving this problem. Users listen to words and phrases of interest, before grouping them into clusters having the same tonal properties. In this manner, it is possible to quickly annotate words of interest in extended recordings, and compare items that may be widely separated in the source audio to obtain consistent labelling. Users have reported that it is possible to train one's ear to pick up on the linguistically salient distinctions. The approach is illustrated with data from Eastern Chatino (Mexico) and Alekano (Papua New Guinea). [More] Descriptors: Classification, Computational Linguistics, Tone Languages, Intonation

Tlazalo Tejeda, Ana Cristina; Basurto Santos, Nora M. (2014). Pronunciation Instruction and Students' Practice to Develop Their Confidence in EFL Oral Skills (La instrucción de la pronunciación y la práctica de los estudiantes para el desarrollo de la confianza en habilidades orales en inglés como lengua extranjera), PROFILE: Issues in Teachers' Professional Development. The aim of this article is to inform on research intended to find out how pronunciation instruction of English as a foreign language was handled in the language classroom with elementary students and also understand if pronunciation instruction had an impact on students' confidence when using it. In order to do this, a qualitative case study was carried out with learners of elementary English as a foreign language at the Language School of Universidad Veracruzana, Mexico. Class observation, a written text, and semi-structured interviews comprised the data collection instruments. The findings showed that not only teacher pronunciation instruction is necessary when learning English as a foreign language but that a lot of student practice is key to developing and enhancing learners' pronunciation as well. [More] Descriptors: Pronunciation Instruction, English (Second Language), Second Language Learning, Second Language Instruction

Fournier, Christophe; Chéron, Emmanuel; Tanner, John F., Jr.; Bikanda, P. J.; Wise, Jorge A. (2014). A Cross-Cultural Investigation of the Stereotype for Salespeople: Professionalizing the Profession, Journal of Marketing Education. The purpose of this research is to investigate the image of salespeople and of the selling function as perceived by business students across cultures. Of the several empirical investigations that exist in the sales literature, most are based on a single-country sample. This study extends previous knowledge on single-country perception of salespeople by conducting a quantitative survey of business students in Cameroon, France, Japan, Mexico, and the United States. Substantial differences and similarities are found across countries on salesperson's image, feelings in the presence of a salesperson, as well as the perception of a career in sales. They all appear to be influenced by cultural values. Several practical strategic implications are suggested, including examining cultural values to identify the origin of negative images, careful gatekeeping to promote professional positions, and supporting mobility of both students and faculty. Finally, limitations to the findings are presented with suggested future research directions. [More] Descriptors: Business Administration Education, Sales Occupations, Stereotypes, Student Surveys

Sánchez-Escobedo, Pedro; Park, Kyubin; Hollingworth, Liz; Misiuniene, Jurga; Ivanova, Liena (2014). A Cross-Comparative International Study on the Concept of Wisdom, Gifted Education International. The article aims to depict the most common ideas regarding wisdom from young people across different countries: Latvia, Lithuania, Mexico, Republic of Korea and the United States. A questionnaire was administered to nearly 800 adolescents from these countries and comparisons by country and gender were made regarding participants' perceptions of a wise man and a wise woman. Although differences were found between countries, more consistent differences by gender were reported. From a global perspective, factor analysis established three major traits to describe wise people: charismatic, goal oriented and unconventional. Also, participants consistently excluded a person from the concept of wise if they were poor, pessimistic, naÃØve or inconsistent. Results indicate a lack of values attached to the description of wisdom and it is argued that schools should foster the development of conceptions of wisdom as a desirable stage in human development that includes values such as justice, equity and respect for others. Difficulties in international comparative research are discussed. [More] Descriptors: Cross Cultural Studies, Justice, Values, Factor Analysis

Lee, Martha (2014). A Hundred Ways of Learning: Sharing Traditional Knowledge at Tohono O'odham Community College, Tribal College Journal of American Indian Higher Education. This article describes a learning program of the Tohono O'odham or "desert people" of the Southwestern United States and Mexico. Their culture and knowledge on both sides of the border is for them a special way of life known as "himdag," where science is built into everyday life of gathering, hunting, farming, artistry, and sports taught through conversation and song. This traditional knowledge is being used in the community college classroom and compared with western scientific knowledge to enhance the teaching of science and environmental courses. Creative ways to support learning along with sharing traditional knowledge are best preserved when the people integrate them into their lives. [More] Descriptors: Tribes, Indigenous Populations, American Indian Culture, Indigenous Knowledge

Dewey, Dan P.; Bown, Jennifer; Baker, Wendy; Martinsen, Rob A.; Gold, Carrie; Eggett, Dennis (2014). Language Use in Six Study Abroad Programs: An Exploratory Analysis of Possible Predictors, Language Learning. A common predictor of language gains during study abroad (SA) is amount of language use. Yet little attention has been given to determining what factors influence the extent of language use while abroad. Studies in this area have mainly been case studies of learners in single locations. In this larger study, we seek to determine variables connected with language use by examining 118 learners studying abroad in Madrid, Mérida (Mexico), Paris, Moscow, Nanjing, or Cairo. These learners reported their second language (L2) use over a 1-week period during their stay. Significant predictors of reported L2 use include SA program, age, pre-departure language proficiency, number of native speaker friends, gender, and personality. [More] Descriptors: Language Usage, Study Abroad, Second Language Learning, Language Proficiency

Guillory, Raphael M.; Williams, Garnet L. (2014). Incorporating the Culture of American Indian/Alaska Native Students into the Classroom, Diaspora, Indigenous, and Minority Education. Focus group interviews were conducted with educators and stakeholders for American Indian/Alaska Native (AI/AN) students, including teachers, elementary and high school principals, tribal community leaders, and parents, to determine a global definition of culture and ways of infusing culture into curriculum to better educate AI/AN students. Focus group participants were selected from the surrounding areas of Portland, Oregon; Albuquerque, New Mexico; Minneapolis, Minnesota; Oklahoma City, Oklahoma; Yakama, Washington; Anchorage, Alaska; and Pembroke, North Carolina. A total of 53 participants were interviewed across the seven locations. Using a cross-case analysis approach, the emergent themes are as follows: (1) traditional definition of culture; (2) contemporary (i.e., AI/AN youth) definition of culture (as perceived by the study participants); (3) infusing culture into pedagogy; and (4) teacher responsibility and state standards. [More] Descriptors: Focus Groups, American Indian Students, Alaska Natives, Teacher Attitudes

Silas-Casillas, Juan Carlos; Perales-Franco, Cristina (2014). Making a Difference in Poor Communities: Relations among Actors in Mexican Schools, International Journal of Qualitative Studies in Education (QSE). Even in marginalized towns it is possible to find school communities that have developed relationships that encourage the construction of institutional cultures and management structures prone to superior academic performance compared to others within the same context. This paper presents the findings of a qualitative research project conducted in 8 towns and 16 schools in Mexico. The analytical framework is based on Kenneth Gergen's social constructionism. The paper highlights the role of the school's principal in the construction of relationships in the school community and the build-up of practices leading to shared meaning and goals. The desire and ability of the principal to promote dialogue and provide spaces for it are central, as well as her or his ability to interpret and translate the needs of parents and community, and the systemic norms from the Ministry of Education, to the reality of the community and the parents. [More] Descriptors: Foreign Countries, Principals, Administrator Role, Qualitative Research

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