Bibliography: Mexico (page 2 of 3)

This bibliography is selected and organized by the Positive Universe: Mexico website.  Some of the authors featured on this page include Romero Lara Herrera, Ben Post, Christian Diaz, Michele Villalobos, Carlos Marcin, New Mexico Higher Education Department, Joseph P. Martinez, Jill Walston, Ana Cecilia Manero, and Benjamin Nealy.

Lara Herrera, Romero (2015). Mexican Secondary School Students' Perception of Learning the History of Mexico in English (La percepción de alumnos mexicanos de secundaria cuando aprenden la historia de México en inglés), PROFILE: Issues in Teachers' Professional Development. This article focuses on Mexican students' perceptions of learning the history of Mexico in English through content-based instruction, which is one of many types of bilingual pedagogical approaches that are now considered established approaches in Mexico and around the globe. A phenomenological approach was chosen in order to understand and examine participants' lived experiences through semistructured interviews; this in turn led to the discovery of their acceptance or rejection towards learning the history of Mexico in English. The data suggest that despite students' initial rejection to learning a sensitive subject as is the history of Mexico in English, most students found the content-based method as being meaningful, thus, they had a sense of pride in the end. [More] Descriptors: Mexicans, Student Attitudes, History Instruction, Language of Instruction

Martinez, Joseph P. (2017). New Mexico's Academic Achievement Gaps: A Synthesis of Status, Causes, and Solutions. A White Paper, Online Submission. The Center for Positive Practices (CPP) conducted an analysis and synthesis of K-12 educational achievement gaps in New Mexico. The white paper was requested by the New Mexico based Coalition for the Majority, which includes various institutions, organizations and individuals supporting the New Mexico English Learner Teacher Preparation Act. The purpose of this paper is to review and synthesize some current research preferably conducted in New Mexico regarding the achievement gap faced by two academically lower-achieving ethnic sub-groups: Hispanic/Latino and Native American students. These ethnic populations account for about 60 percent and 10 percent respectively of the state public education system. Based on NAEP results, New Mexico school children have for more than 20 years performed lower than the national average in what are often considered the fundamental subjects of mathematics, reading, writing, and science. With just a few exceptions, New Mexico frequently ranks near the bottom across grades and academic subjects when compared to all 50 U.S. states. When disaggregated both nationally and within-state, results show that the studied ethnic groups consistently perform at lower levels. Because of the multivariate nature of achievement gaps in education, the author finds that there is no one-size-fits-all approach that would solve the equity issues across the state's many districts and schools. Current national and statewide strategies are not producing adequate solutions for reducing the gaps. CPP suggests that schools need to combine in-school action research with external guidance to find solutions at the school level. The state system should also increase relevant training and supports in action research strategies for the stream of future leaders and emerging experts we place into education. Doing so will improve their performance capabilities for their respective roles as active researchers, analysts, strategists and evaluators (i,e. experts) in their specific contexts, which includes the classroom level. Also included is Appendix A: Legislative History. [More] Descriptors: Elementary Secondary Education, Achievement Gap, Hispanic American Students, American Indian Students

New Mexico Higher Education Department (2016). New Mexico Higher Education Department Annual Report, 2016. The New Mexico Higher Education Department strives to bring leadership, guidance, and assistance to New Mexico's higher education stakeholders. The HED is committed to promoting best practices, institutional fiscal responsibility, and student achievement. Everything the agency does is through the lens of supporting New Mexico's higher education institutions and enhancing student success. Higher education is an economic engine which fosters innovation and shapes the future workforce. Over the past two years, the higher education Department (HED) has made substantial progress on strengthening policy reforms and forming long term vision for a more cohesive New Mexico higher education system. On December 5th, 2016, Governor Susana Martinez enacted Executive Order 2016-037 establishing New Mexico's long-term "Route to 66" Goal for 66% of the New Mexico population to have attained some form of postsecondary education by the year 2030 (i.e. New Mexico's "Route to 66" Goal). The "Route to 66" Goal was selected by a plurality of higher education stakeholders who attended an HED-hosted attainment goal meeting on August 18, 2016. At this attainment goal meeting, the HED presented four attainment goal scenarios to an audience comprised of higher education leaders and state government officials. These attainment goal scenarios came from an attainment projection model that was developed by HED staff in consultation with the Georgetown Center on Education and the Workforce. As a result of the August 18 attainment goal meeting, Governor Susana Martinez formally announced the "Route to 66" Goal at the Governor's Second Annual Higher Education Summit on September 23, 2016 and then formalized Executive Order 2016-037. Executive Order 2016-037 tasks the HED Cabinet Secretary with chairing a Higher Education Statewide Strategic Planning Committee and developing a strategic plan for improving statewide higher education coordination and increasing educational attainment. The purpose of the New Mexico "Route to 66" Goal and strategic plan will be to provide sustainable policy guidance to the New Mexico higher education system for the long-term. This annual report outlines the initiatives and accomplishments of the HED and its composite divisions in 2016. Executive summaries are provided by the following divisions: (1) Policy & Programs; (2) Planning and Research; (3) Adult Education; (4) GEAR UP; (5) Private and Postsecondary Schools; (6) Financial Aid; and (7) Institutional Finance. [More] Descriptors: Higher Education, Annual Reports, Educational Improvement, Education Work Relationship

Székely, Miguel; Mendoza, Pamela (2017). Patterns, Trends and Policy Implications of Private Spending on Skills Development in Mexico and the United States, World Journal of Education. This paper explores families' investment in skills development through education in a high-inequality, low-education quality country such as Mexico, comparing it to a lower-inequality, higher-quality education country such as the United States. The paper uses a series of Household Income and Expenditure Surveys for both countries spanning around 20 years and different methodological approaches. Of particular interest is the analysis of education expenditure patterns along the income distribution. Policy implications for both cases are discussed. While in Mexico stimulating private spending in education through public resources might be regressive, the contrary might be the case in the United States. [More] Descriptors: Foreign Countries, Expenditures, Investment, Skill Development

Vázquez, María Cristina Osorio (2017). Understanding Girls' Education in Indigenous Maya Communities in the Yucatán Peninsula: Implications for Policy and Practice. Echidna Global Scholars Program, Policy Brief, Center for Universal Education at The Brookings Institution. Mexico is a multiethnic country with large groups of indigenous populations that experience disadvantages in education due to a quadruple burden of poverty, indigeneity, rurality, and gender. This policy brief proposes alternative practices for improving the educational opportunities for indigenous Maya girls living in the Yucatðn peninsula in southeastern Mexico. Based on the experiences shared by the girls and their parents who participated in this research, this brief analyzes the main barriers, perceptions, and levers of support in these communities. The results of this study propose an alternative route to the educational development of populations marginalized by poverty and linguistic barriers, based on the opinion of Maya girls attending public schools at primary, secondary, and tertiary levels in the National Educational System in Mexico administered by the Secretariat of Public Education. [More] Descriptors: Foreign Countries, Indigenous Populations, Females, Minority Group Students

Walston, Jill; Tucker, Clyde; Ye, Cong; Lee, Dong Hoon (2017). Graduation Exam Participation and Performance, Graduation Rates, and Advanced Coursetaking Following Changes in New Mexico Graduation Requirements, 2011-15. REL 2018-277, Regional Educational Laboratory Southwest. The New Mexico graduation rate has lagged behind the national graduation rate in recent years. In 2015 the graduation rate was 69¬ percent in New Mexico and 83¬ percent nationwide (New Mexico Public Education Department, 2016; U.S. Department of Education, 2017). Of particular interest to education leaders in New Mexico are differences in graduation rates among American Indian (63¬ percent in 2015), Hispanic (67¬ percent), and White students (74¬ percent). Improving graduation rates among all student subgroups is a priority for New Mexico, as is ensuring that all students have the math and science knowledge and skills required for success in the 21st century workplace or in postsecondary education. This study responds to the Regional Educational Laboratory Southwest New Mexico Achievement Gap Research Alliance's and the New Mexico Public Education Department's interest in student performance on the graduation exam and in graduation rates among students at various levels of performance on the exam. The alliance and the department were also interested in patterns of enrollment in Algebra¬ II and lab science courses, along with the four-year graduation rate among students who take and those who do not take these additional courses. The study reports student participation in the graduation exam and proficiency rates (the percentage of students who score proficient or better) for each section and provides the four-year graduation rate among the last cohort that took the old exam (the 2011 cohort) and among the four cohorts that took the new exam (the 2012-15 cohorts). The study also reports the percentage of students who took Algebra¬ II and two lab science courses and the graduation rate among the 2014 and 2015 cohorts, which were subject to the new math and science course requirements. Results are reported by cohort overall and by gender, race/ethnicity, eligibility for the federal school lunch program (a proxy for socioeconomic deprivation), and English learner status. The study does not provide evidence on the causal impact of the changes to graduation requirements. Changes to graduation requirements, such as the ones enacted in New Mexico, are usually intended to motivate positive change, such as better student performance and higher enrollment in more-challenging courses. The study findings show that the overall direction of change is positive for graduation exam performance, advanced course enrollment, and graduation rates but that differences exist across subgroups. The differences may have implications for targeting resources and services to students most in need of support for staying in school and fulfilling graduation requirements. [More] Descriptors: Graduation Rate, Graduation Requirements, Exit Examinations, Racial Differences

Post, Ben (2016). Eusebio Vela's Mexican Hagiographies: Self-Fashioning in Eighteenth-Century Theater, Hispania. Eighteenth-century actor and playwright Eusebio Vela, long thought to be born in Mexico but actually born in Spain, dominated Mexico City's Coliseo theater for decades and has been variously interpreted as a creole patriot or as a Spanish propagandist. Vela's four extant plays, which treat the fall of Spain, Telemachus's wanderings in the Mediterranean, the spiritual conquest of Mexico, and the life of Saint Francis, complicate overly rigid distinctions between Spanish and Mexican playwrights. They do not simply impose imperial ideologies; rather, they demonstrate Vela's engagement with Mexican history and social reality while simultaneously reenacting the playwright's own emigration from Spain and subsequent rooting in Mexico. The Francis play in particular, which was considered lost for centuries and has never before been analyzed critically, echoes the millennial apocalpticism of the first Franciscan missionaries while simultaneously questioning the institutionalization of Franciscanism in eighteenth-century Mexico. Vela's attunement to the themes of disaster, fluidity, and conversion reveals that his surviving corpus is complex, nuanced, and worthy of further study and inclusion in the colonial Mexican theatrical canon. [More] Descriptors: Eighteenth Century Literature, Drama, Playwriting, Foreign Countries

New Mexico Higher Education Department (2016). New Mexico Math Pathways Taskforce Report. In April 2015 New Mexico faculty, Dana Center staff, and New Mexico Higher Education (NMHED) co-presented the need for better math pathways statewide. Faculty from 6 institutions (New Mexico State University, New Mexico Highlands University, Dine College, Eastern New Mexico University, El Paso Community College, and San Juan College) participated in a preliminary math task force. The task force collaborated to help facilitate speakers and participants at the New Mexico Math Summit hosted by NMHED in Santa Fe October 2, 2015. At this summit a number of math faculty statewide expressed a desire to learn more about pathways including alternatives to college algebra. In January 2016, New Mexico Higher Education Department (NMHED) established a statewide Mathematics Task Force in order to determine the need for statewide alternative math pathways and make recommendations for implementation. It was important to stakeholders that a new system of pathways for college mathematics was developed that did not lower the rigor of mathematics at each of its institutions. The task force was given a deadline of July 15, 2016. Per the request of the Secretary of NMHED, Dr. Barbara Damron, presidents of each institution of higher education in the state nominated members to the New Mexico Math Pathways Task Force. A task force of faculty from each higher education sector in the state was convened. The work was carried out under the leadership of Alicia O'Brien, Math Department Chair of San Juan College, under the advisement of Senior Policy Analyst Bridgette Noonen. This report discusses what is the "Right Math?" and presents recommendations that have been made: (1) Meet with degree granting departments at each institution and align 100 and 200 level courses with the students' academic program of study; (2) Develop a holistic placement procedure for students; (3) Cultivate an advising process that supports a: Statistics Pathway, Quantitative Reasoning Pathway, and College Algebra Pathway; and (4) Build on Existing Institutional Math Pathways. The following are appended: (1) References; and (2) Task Force Members. [More] Descriptors: Higher Education, Mathematics Instruction, Mathematics Teachers, Algebra

New Mexico Higher Education Department (2016). New Mexico English Remediation Taskforce Report. In March, 2016, the state of New Mexico established a Remediation Task Force to examine remediation reform efforts across the state's higher education institutions. On March 11, the Task Force met for the "New Mexico Corequisite Remediation at Scale Policy Institute" in order to learn about the results of the latest national reform efforts from Complete College America, share models of remediation currently in place in New Mexico at several institutions, and begin collaboration on the New Mexico Remediation Task Force Recommendations Report due July, 2016. Faculty members from seven different New Mexico higher learning institutions served as Task Force members. The work was carried out under the leadership of Bridgette Noonen, Senior Policy Analyst, New Mexico Higher Education Department. Complete College America provided national as well as state data on remediation. After the initial meeting, Task Force members contacted English faculty at all higher education institutions and retrieved as much information and data as possible given the very restricted time frame, collectively developed a stronger sense of the current state of remedial education across New Mexico, and established this series of recommendations to help institutions best support, retain, accelerate, and graduate students who begin college underprepared. These recommendations are designed to assist individual institutions in identifying and adopting remediation models that best suit the needs of their students. This report discusses the following recommendations for improving remedial English in New Mexico: (1) Use multiple measures (WritePlacer, high school GPA's, advising sessions, and diagnostic essays) to supplement standard placement tests (Accuplacer) and to more accurately place students; (2) Offer accelerated co-requisite composition courses to move the majority of developmental students into college-level writing courses with additional support; (3) Continue to offer traditional remedial courses but increase (or maintain) the level of support to move students more quickly into college-level composition; (4) Implement or support existing Early Alert systems to provide guidance to struggling students and increase their chances of course completion; (5) Support Writing Centers so that Writing Center Directors and tutors can serve students and support faculty to the best of their ability; and (6) Create a statewide system for sharing resources and collecting comparable data. The following are appended: (1) Template–Report on Writing Program and Student Success; and (2) Members of the Taskforce. [More] Descriptors: Remedial Instruction, Remedial Programs, Educational Change, Higher Education

Fombonne, Eric; Marcin, Carlos; Manero, Ana Cecilia; Bruno, Ruth; Diaz, Christian; Villalobos, Michele; Ramsay, Katrina; Nealy, Benjamin (2016). Prevalence of Autism Spectrum Disorders in Guanajuato, Mexico: The Leon Survey, Journal of Autism and Developmental Disorders. There are no epidemiological data on autism for Mexico. This study was conducted to generate a first estimate of ASD prevalence in Mexico. We surveyed children age eight in Leon (Guanajuato). The sample was stratified in two strata: (1) children having special education and medical records (SEMR; N¬ =¬ 432) and (2) children attending regular schools (GSS; N¬ =¬ 11,684). GSS children were screened with the SRS and those with the highest scores were invited to a diagnostic evaluation. The final sample comprised 36 children (80.6% male) who had confirmed ASD. A third had intellectual disability, 25% were non-verbal, 69% had co-occurring behavioral problems. The prevalence overall was 0.87% (95% CI 0.62, 1.1%). This survey provides an estimate for ASD prevalence in Mexico that is consistent with recent studies. [More] Descriptors: Foreign Countries, Pervasive Developmental Disorders, Incidence, Student Records

Craig, Dana; Etcheverry, Jose; Ferris, Stefan (2016). Mexico's "Telesecundaria" Program and Equitable Access to Resources, McGill Journal of Education. This Note provides an analysis of Mexico's "Telesecundaria" program within the context of Mexico's new education reform framework offering a succinct background of the project, as well as key policy lessons that can be useful for other jurisdictions interested in the development of distance education programs. This Note uses a literature and data analysis review approach, as well as qualitative analysis of interview data collected recently in Mexico by the authors. The Note positions pedagogical approaches to distance education within the context of developments in communication, internet access and renewable energy technologies, as well as within the challenges of the digital divide as means of powering digital access to information and education to remote, rural and marginalized communities. [More] Descriptors: Equal Education, Access to Education, Interviews, Qualitative Research

Lowdermilk, John; Pecina, Julie; Fielding, Cheryl; Beccera, Lisa (2016). Crossing Borders and Building Bridges: A Video Ethnography of Special Education in Nuevo Progresso, Mexico, Journal of the American Academy of Special Education Professionals. This paper presents an overview of a video ethnographic study of a special education school on the Texas/Mexico Border. The public school is located in Nuevo Progreso, which is a town in the Río Bravo Municipality in the state of Tamaulipas in Mexico. The town is located on the United States-Mexico border. The Progreso-Nuevo Progreso International Bridge connects the town with Progreso Lakes, Texas. The 2010 census showed a population of 10,178 inhabitants. Both the school and town have very little resources making the creation of the special education school a very special event. For a public school to start a program requires many people (e.g., parents, teachers, school officials, students, and other stakeholders) bringing many resources to the table. One group was able to bring together the people and the resources. [More] Descriptors: Foreign Countries, Video Technology, Ethnography, Special Schools

Levin, Elisheva H. (2017). Autism Spectrum Disorder Policymaking in New Mexico: An Ethnographic Case Study, ProQuest LLC. Understanding how ASD policy is made at the state level is important to the various institutional and individual stakeholders who make, apply, and are governed by it. Critical disability theory was applied to this qualitative study of ASD policymaking in New Mexico. This study examined how policymakers and stakeholders brought their identities, knowledge, values, and beliefs to policymaking in New Mexico. The study was guided by the question, "How is ASD policy in New Mexico constructed?" The research used the following methods: (a) individual interviews of policy stakeholders, (b) observations of public policy meetings, (c) document review. Six major themes emerged: Tension in the Discursive Field, Dividing Practices, Reifying Autism, The Use of Force, The Government of Autism, and Autism Tsunami Policy Paradigm Shift. Analysis also uncovered related sub-themes. The study findings addressed interactions among governmentalities, discourses, violence, and resistance that, together with outside influences, may produce a paradigm shift in ASD policy in 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: Autism, Pervasive Developmental Disorders, Educational Policy, Public Policy

Gudiño Cejudo, María Rosa (2016). Eulalia Guzmán and Walt Disney's Educational Films: A Pedagogical Proposal for "Literacy for the Americas" in Mexico (1942-1944), Journal of Educational Media, Memory and Society. "Literacy for the Americas" was an audiovisual educational program implemented in Mexico and other Latin American countries in the early 1940s by the Office of Inter-American Affairs (OIAA). Walt Disney Studios made four short films that were designed to teach illiterate residents of Latin America how to read and write. In Mexico, this project was initially backed by the Secretariat of Public Education (SEP) under Jaime Torres Bodet, who appointed Eulalia Guzmðn to be the SEP's representative and thus to support the program. Walt Disney asked her to work out a pedagogical proposal for the educational films. This article analyzes the proposal, the development and production of these shorts, and their reception in Mexico. It foregrounds Guzmðn's criticisms of these educational materials, which led the OIAA representatives to withdraw them from circulation. [More] Descriptors: Films, Teaching Methods, Audiovisual Instruction, Criticism

Levinson, Bradley A. (2014). Education Reform Sparks Teacher Protest in Mexico, Phi Delta Kappan. The current tumult in the Mexican education arena has deep roots in politics and tradition, but it is latter-day global competition and international measures of student performance that are driving reform efforts. Teacher strikes and demonstrations are not new in Mexico, but issues raised by today's protesting teachers represent a combination of perennial grievances and new fears and concerns. The outcome of the conflict has potentially huge stakes for the direction and quality of basic education in Mexico. [More] Descriptors: Educational Change, Activism, Advocacy, Resistance to Change

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