Bibliography: Mexico (page 036 of 481)

This bibliography is selected and organized by the Positive Universe: Mexico website.  Some of the authors featured on this page include Erin Penner Gallegos, Eduardo Ortiz-Juarez, Kate Willink, Michele H. Abrego, Lyn McKinley, Luis F. Lopez-Calva, Kevin Anzzolin, Inc. ACT, Bernardo P. Gallegos, and Judith Munter.

Kalman, Judy; Rendón, Victor (2014). Use before Know-How: Teaching with Technology in a Mexican Public School, International Journal of Qualitative Studies in Education (QSE). In recent years, the Secretariat of Public Education in Mexico has supplied a significant number of schools with computers and connectivity, putting important resources into the purchase and installation of equipment. It is assumed that teachers will somehow naturally transition to using these tools and in fact, new curricular guidelines derived from international policy put them under a great deal of pressure to do so. This paper presents an up-close, qualitative look at one teacher's efforts for incorporating technology into her history class and her process of constructing a working knowledge of using the computer, searching for ideas and materials on the Internet, and creating activities for her students. Equally important for incorporating technology into her teaching were the institutional and technical obstacles such as obsolete technology, insufficient connectivity, and school site constraints she confronted. Her case illustrates the complexity of using computer and Internet technologies in classroom settings. [More] Descriptors: Foreign Countries, Public Schools, Technology Uses in Education, Technology Integration

López-Gopar, Mario E. (2014). Teaching English Critically to Mexican Children, ELT Journal. The purpose of this article is to present one significant part of a large-scale critical-ethnographic-action-research project (CEAR Project) carried out in Oaxaca, Mexico. The overall CEAR Project has been conducted since 2007 in different Oaxacan elementary schools serving indigenous and mestizo (mixed-race) children. In the CEAR Project, teacher educators collaborate with English language student teachers completing their teaching "praxicum", the purpose of which is to teach English critically whilst fostering multilingual, multiliterate, and intercultural practices. Using multimodalities and narrative, the article presents the results of the CEAR Project through the teaching praxicum of a student teacher who attempted to teach English critically by welcoming indigenous children's languages into her classroom and developing identity texts in class activities, thereby creating an inclusive classroom environment in which the children negotiated affirming identities and came to value each other's languages. [More] Descriptors: Mexicans, Second Language Instruction, Second Language Learning, English (Second Language)

Rodriguez, Alma D.; Abrego, Michele H.; Rubin, Renee (2014). Coaching Teachers of English Language Learners, Reading Horizons. The following qualitative study examined how Reading First Literacy Coaches refined their literacy coaching to meet the cultural and linguistic needs of Hispanic English language learners (ELLs) in 30 elementary schools located along the US Mexico Border. Data were gathered from the coaches through written surveys and a focus group. Findings from the coaches' practices identified three themes: 1) Coaches understood bilingual programs and the theory underlying such instruction; 2) Coaches supported teachers of ELLs by sharing their knowledge and experiences about ELLs; and 3) Coaches faced challenges in meeting the needs of teachers of Hispanic ELLs. This study is an addition to the literature that describes and contextualizes the work of instructional coaches. It has practical implications for schools seeking to build the capacity of teachers of ELLs. Guidance is suggested related to hiring coaches with special dispositions and the professional development of existing coaches. [More] Descriptors: English Language Learners, Coaching (Performance), Qualitative Research, Elementary School Teachers

Pesek, Jessamay T. (2014). Comparing Youth Opinions toward Compulsory Voting across Five Countries, Journal of International Social Studies. This study uses a comparative case study design to examine youth (ages 13-20) opinions toward compulsory voting across five democratic countries: Colombia, Ecuador, Mexico, Peru, and the United States. Youth responses toward compulsory voting demonstrate how youth come to learn about citizen rights and responsibilities with varied understandings of what it means to participate in a democracy. Four themes represent the most notable variations of reasons given by youth to support and oppose compulsory voting: rights and duties, corruption, inclusion of minorities, and strong democracy. Further, the majority of students gave at least one reason for and against compulsory voting demonstrating students' ability of perspective-taking, to give reasons for the perspective with which they disagree. This study provides an analysis of how youth political opinions are constructed and negotiated by social and political influences. The findings have implications for educational researchers and social studies teachers as they work to improve civic education. [More] Descriptors: Voting, Compliance (Legal), Case Studies, Democratic Values

Trierweiler, Ginny (2014). An Overview of Family Star Montessori School, NAMTA Journal. Family Star Montessori School is well acquainted with "under-three" child care having served 3000 children over the last twenty-three years. Many of the children come from below the poverty line and bring strong diversity to the enrollment of the program. More than half of our faculty are also diverse, coming from Peru, Bulgaria, Honduras, and Mexico, and classrooms are bilingual. Family Star has four Nido classrooms, seven toddler classrooms, and three primary classrooms, and many students are identified as mixed-age ranges. They provide year-round parent and family support, doctor visits, special education, including home-based learning, and conscious community building. This talk was presented at the NAMTA conference titled "Montessori from Birth to Six: In Search of Community Values," Minneapolis, MN, November 7-10, 2013. [More] Descriptors: Montessori Schools, Montessori Method, Preschool Education, Infants

Carter, Genesea M.; Gallegos, Erin Penner (2017). Moving beyond the Hype: What Does the Celebration of Student Writing Do for Students?, Composition Studies. Over the last decade celebrations of student writing (CSWs) have been instituted at universities across the nation as a public way to celebrate students' voices, identities, and literacies. Often touted as a way to gain campus-wide recognition and support for first-year composition courses, this event also purportedly fosters agency and authority for the students who participate. Scholars agree that CSWs, and similar events, provide an excellent opportunity for students to present their work to a real audience within a real rhetorical situation; however, we wanted to know if student-participants believed they learned something from participating in the event. Despite the popularity of these celebrations, no published research exists of students' responses to the event. Thus, this article begins the conversation by sharing findings of a small mixed-methods study, comprised of twenty-three interviews and forty-two surveys, of students whose classes participated in the 2011 CSW at the University of New Mexico. This article shares our results and recommendations for future CSW research. [More] Descriptors: Writing Instruction, Writing (Composition), College Students, Mixed Methods Research

Anzzolin, Kevin (2017). Out of the Classroom Maze: Cold War Diplomacy and Intercultural Communication in "El laberinto de la soledad", Hispania. This article examines Octavio Paz's canonical study of Mexican identity, "El laberinto de la soledad", against the backdrop of the current political environment in the United States; it interrogates how we can make Paz's rich, ambitious text meaningful for today's undergraduates. How can we teach "El laberinto de la soledad" in a way that advances, rather than impedes, cultural awareness? Ultimately, I elaborate a scholarly and pedagogically valid interpretation of Paz's text that tasks undergraduates to celebrate cultural diversity even while accounting for the text's historical context. Specifically, I propose that it can be compellingly deciphered for students by employing categories of analysis provided by intercultural communication, a field of study which, tellingly, originated during the time when Paz wrote "El laberinto de la soledad" and which is still widely taught in US colleges and universities as a required introductory course meant to equip undergraduate students with the interpersonal skills necessary to live and work in a multicultural society. By employing intercultural communication's conceptual toolkit, as it was developed by Edward T. Hall and Geert Hofstede, I read Paz's interpretation of Mexico as coherent, compelling, and enlightened. [More] Descriptors: Intercultural Communication, Mexicans, Self Concept, Undergraduate Students

Hellin, Jon (2012). Agricultural Extension, Collective Action and Innovation Systems: Lessons on Network Brokering from Peru and Mexico, Journal of Agricultural Education and Extension. Purpose: New approaches to extension service delivery are needed that stimulate increased agricultural production, contribute to collective action and which also foster the emergence of agricultural innovation systems. Research in Peru and Mexico explores some of these new approaches. Design/methodology/approach: In both countries, a qualitative value chain mapping methodology was used to explore the challenges of providing extension provision to resource-poor farmers in ways that stimulate collective action and agricultural innovation systems. Findings: In Peru, collective action and the development of an agriculture innovation system required the network broker activities of initially a non-governmental organization (NGO) and then increasingly trusted local farmers known as Kamayoq. In Mexico, collective action took place in the context of a linear transfer-of-technology approach focused on access to improved maize seed and there was no evidence of the emergence of innovation networks. Practical implications: Different extension modalities can foster collective action but this in itself is not enough to encourage innovation. Extension needs to focus on combining collective action with networking amongst sets of heterogeneous value chain actors. Originality/value: The Peruvian and Mexican case studies demonstrate that the debate about the modalities of pluralistic and diversified extension systems has obscured the reality that the development community still has some way to go to achieve comprehensively the paradigm shift from a linear transfer-of-technology approach to one that supports the emergence of agricultural innovation systems. [More] Descriptors: Foreign Countries, Developing Nations, Rural Extension, Agricultural Production

Munter, Judith; McKinley, Lyn; Sarabia, Kristine (2012). Classroom of Hope: The Voice of One Courageous Teacher on the US-Mexico Border, Journal of Peace Education. In this study, the authors present peace education as a new model for twenty-first century educators that embraces both pedagogical changes and practical relationships between teachers and students and fosters universal human rights. This case study recounts the lived experience of one novice teacher in a classroom on the US-Mexico border. Her middle school students' lives are embroiled in unprecedented violence in Ciudad Juarez, Mexico, located only a few miles from El Paso, Texas. The case study underlines the need for redefining identity in the teacher-student relationship; focusing on teacher agency in students' lives; seeing teachers as peace educators in terms of listening, caring, being non-judgmental, and engaging in reflective practice. In light of the growing need for peace education in an era of increased transnationalism in preK-12 education, institutional change is a necessary component, including redefinitions of the roles of principals and counselors. New models for professional development for teachers are also considered. Future implications for practitioners and policymakers, building on the work of Dewey (1900; 1938), Freire (1970), and Giroux (2005), among others, are discussed that include helping students adjust and flourish as they cross both geographic and metaphorical borders between existing and new homes and classrooms. [More] Descriptors: Caring, Civil Rights, Organizational Change, Foreign Countries

Roybal, Anita M. (2012). A Hispanic Woman in Educational Leadership in Northern New Mexico: An Auto-Ethnography, ProQuest LLC. "Hispanic Woman in Educational Leadership in Northern New Mexico" is an auto-ethnographic study which documents my experience as a Hispanic female elementary principal during one school term starting in July 2010 and ending in June 2011. Hispanic females outnumber men in the classroom as educators, especially at the elementary level; however, there are very few women in administrative positions. This phenomenon creates a uniquely challenging experience for Hispanic women because of their minority status(es). This study attempts to chronicle my own navigation, negotiation and understanding of my own professional experience as an administrator within this context. Specifically, this study addresses the following question: How does Latina Feminist Theory and "mujerista" theology inform the one-year ethnographic experience of a Hispanic female principal in northern New Mexico? [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: Hispanic Americans, Principals, Females, Instructional Leadership

ACT, Inc. (2016). ACT Profile Report: State. Graduating Class 2016. New Mexico. This report provides information about the performance of New Mexico's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see "The Condition of College & Career Readiness 2016: National" (ED573801) and "ACT Profile Report: National. Graduating Class 2016" (ED573825).] [More] Descriptors: Academic Achievement, Academic Aspiration, Academic Standards, Achievement Tests

Gallegos, Bernardo P. (2016). Presidential Address: Education and Indigenous Slavery in New Mexico, American Educational History Journal. Indigenous slavery was a critical aspect of New Mexican life and culture during the Spanish, Mexican, and early American (Territorial) periods. Aside from the labor and military support provided by indigenous slaves for the expansion of the province, the genetic contribution to the population growth was enormous. Ramón Gutiérrez (1991) speculates that by 1776, at least a third of the entire population of the province was comprised of Genizaros and their descendants. The information presented in this essay demonstrates that although little to no direct evidence exists of any formal or informal education in regard to indigenous slaves could be located, they possessed a sophisticated level of education and a deep understanding of the epistemological world of the Spanish priests. Moreover, they demonstrated an understanding of the cultural, historical, political, and social context of their new environment. Finally, they successfully marshalled their knowledge toward the promotion of their interests, both collectively and individually throughout the Spanish, Mexican, and into the American period in New Mexico. [More] Descriptors: Slavery, Informal Education, Indigenous Populations, Genetics

National Center for Public Policy and Higher Education (2006). Measuring Up 2006: The State Report Card on Higher Education. New Mexico. The purpose of this state report card is to provide the general public and policymakers with information they can use to assess and improve postsecondary education in each state. "Measuring Up 2006" is the fourth in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately does the state prepare students for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates or degrees in a timely manner?; (5) Benefits: What benefits does the state receive from having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for New Mexico include: (1) New Mexico has shown no notable progress in preparing students to succeed in college. New Mexico is one of only two states to receive an F in preparation this year; (2) New Mexico continues its good performance in enrolling students in higher education. New Mexico receives an A in participation this year; (3) New Mexico has shown no notable progress in providing affordable higher education. New Mexico receives an F in affordability this year; (4) Despite substantial improvement over the past decade, relatively few students in New Mexico earn a certificate or degree in a timely manner. This year New Mexico receives a D in completion; (5) New Mexico has made no notable progress in realizing the benefits that come from having a more highly educated population. New Mexico receives a C in benefits this year; and (6) Like most states, New Mexico receives an "Incomplete" in Learning because insufficient data would not allow meaningful state-by-state comparisons. However, data are available this year to examine the readiness of college graduates–from two- and four-year institutions–for advanced practice. (Contains 3 figures.) [For "Measuring Up, 2006. The National Report Card on Higher Education," see ED493360.] [More] Descriptors: College Preparation, Enrollment, Access to Education, Paying for College

Lopez-Calva, Luis F.; Ortiz-Juarez, Eduardo (2012). A Household-Based Distribution-Sensitive Human Development Index: An Empirical Application to Mexico, Nicaragua and Peru, Social Indicators Research. In measuring human development, one of the main concerns relates to the inclusion of a measure that penalizes inequalities in the distribution of achievements across the population. Using indicators from nationally representative household surveys and census data, this paper proposes a straightforward methodology to estimate a household-based distribution-sensitive human development index aggregated through generalized means. The evidence shows that the losses in human development due to inequality reach up 22, 29 and 57% in Mexico, Peru and Nicaragua, respectively. Among dimensions, the loss in the income index reaches up 61% in Nicaragua, while the education index appears as the most sensitive in the case of Mexico and Peru, with a percentage of loss between 38 and 48%. The importance of household-level calculations is highlighted when we compare the indices computed from the entire distribution with those existing indices computed for quintiles of the distribution, which minimizes the losses due to inequality. Overall, the estimations evidence a higher sensitivity of the index to inequality, and therefore an important space for public action to reduce inequality that could involve positive development returns. [More] Descriptors: Evidence, Foreign Countries, Individual Development, Social Indicators

Willink, Kate (2010). Excessive Interviews: Listening to Maternal Subjectivity, Qualitative Inquiry. In this article, the author revisits an interview with Ava Montalvo–a mother of two living in Albuquerque, New Mexico–which initially confounded her interpretive resources. This reflexive, performative article examines the role of excess as an analytical lens through which to understand maternal subjectivity and elaborates the methodological implications of this lens for interviewing methods and qualitative fieldwork. The author employs performative writing to exemplify that which exceeds accepted boundaries and normative scholarly representation. [More] Descriptors: Interviews, Mothers, Research Methodology, Qualitative Research

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