Bibliography: Mexico (page 3 of 3)

This bibliography is selected and organized by the Positive Universe: Mexico website.  Some of the authors featured on this page include James W. Hardin, Brad Barham, Julia E. Seaman, Eleonora Rubio Ruiz, Sherry L. Field, Kamala Swayampakala, Miriam Langer, Kenneth Michael Cummings, Hua-Hie Yong, and Isaac Lipkus.

Torres-Gastelú, Carlos Arturo; Kiss, Gábor (2016). Perceptions of Students towards ICT Competencies at the University, Informatics in Education. The purpose of this study is to identify the perceptions of university students towards their ICT Competencies from two universities, one in Mexico and the other in Hungary. The research type is quantitative and exploratory. The instrument consists of 14 questions related to three types of competencies: Basic, Application and Ethical. The sample was of 567 students, 302 students from the Veracruzana University in Veracruz, Mexico and 265 students from Ãìbuda University in Budapest, Hungary. The quantitative data analysis was performed with SPSS software using descriptive statistics and ANOVA tests. The situation of education in Hungary and Mexico is not so very different although each country has taken different paths in the field. The results referring to the perceptions of Hungarian and Mexican students towards ICT competencies indicate that they perceive themselves with a positive valorisation. Also the perceptions of the students indicated that the highest ponderation obtained was for Ethical Competencies, followed by Basic Competencies and finally Application Competencies. [More] Descriptors: College Students, Student Attitudes, Statistical Analysis, Technological Literacy

Morales, Sara; Sainz, Terri (2017). Problem Solvers: MathLab's Design Brings Professional Learning into the Classroom, Learning Professional. Imagine teachers, administrators, and university mathematicians and staff learning together in a lab setting where students are excited about attending a week-long summer math event because they are at the forefront of the experience. Piloted in three New Mexico classrooms during summer 2014, MathLab expanded into 17 lab settings over six locations during summer 2015 and was implemented again in 2016. The enthusiasm of all participants witnessed by the New Mexico Public Education Department has resulted in funding to support future events. MathLab is an innovative learning design from New Mexico State University's Mathematically Connected Communities (MC[superscript 2]), a partnership of New Mexico educators that includes mathematicians, school leaders, researchers, and teachers. Aligned to Learning Forward's Standards for Professional Learning, MathLab began as an idea to shift from traditional one-shot professional development to ongoing professional learning situated in K-12 mathematics classrooms. This article discusses: MathLab's goals; what MathLab looks like for teachers and administrators; MathLab's framework; MathLab's results and impact; and what happens after MathLab. [More] Descriptors: Problem Solving, Mathematics Education, Pilot Projects, Summer Programs

García-Cedillo, Ismael; Romero-Contreras, Silvia; Ramos-Abadie, Liliana (2015). Where Do Mexico and Chile Stand on Inclusive Education? Short Title: Inclusion in Mexico and Chile, International Journal of Special Education. This paper discusses the background, current situation and challenges of educational integration and inclusive education in Mexico and Chile. These countries obtained similar low results on the academic achievement of their students (Mexico last and Chile second last) among OECD countries; and above average scores, among Latin-American countries. In both countries educational integration began as a consequence of legal changes mandating that students with special educational needs (SEN) be attended in regular schools. School financial systems in Mexico and Chile are very different. In Mexico, educational services are predominantly public, while in Chile the state provides subsidies for students to attend both public and private schools. These differences have had an impact in educational integration procedures. In Mexico, students with special educational needs are served by special education professionals affiliated to the schools. In Chile, school principals hire, with the subvention provided by the government, specialists to offer support to the students enrolled. In both countries, educational integration has benefited integrated students. However, many adjustments still need to be made in both countries in order to install more adequate inclusive processes. [More] Descriptors: Foreign Countries, Inclusion, Comparative Analysis, Special Education

Martinez, Isabel (2016). Supporting Two Households: Unaccompanied Mexican Minors and Their Absences from U.S. Schools, Journal of Latinos and Education. This article illustrates simultaneous household participation in the lives of undocumented, unaccompanied Mexican teenage minors in New York City and its impact on their school attendance. Emigrating without parents, some Mexican youths arrive to enter into the labor market, not school. Unable to assume monetary dependence, these youths' absences from New York classrooms is driven by financial participation in their natal households in Mexico and current New York City households. Drawing from fifty-three interviews with Mexican teenagers in Mexico and New York City, this article explores how these youth laborers learn to understand and fulfill monetary obligations to two households. [More] Descriptors: Foreign Countries, Immigrants, Youth Employment, Youth Problems

Bauml, Michelle; Field, Sherry L. (2012). The Aztec, Frida Kahlo, and Cinco de Mayo: Mexico in Children's Literature, Social Studies. The authors provide an overview of children's books published in the United States during the last decade (2000-2010) that deal with Mexico and Mexican people. Suggested guidelines for selecting quality books and a list of award-winning titles are included as resources for teaching about Mexico. [More] Descriptors: Childrens Literature, Foreign Countries, Mexicans, Guidelines

Gutiérrez Estrada, María Rebeca; Schecter, Sandra R. (2018). English as a "Killer Language"? Multilingual Education in an Indigenous Primary Classroom in Northwestern Mexico, Journal of Educational Issues. We report findings of an ethnographic study that explored complexities of English Language Teaching (ELT) in a minority indigenous context in northwestern Mexico. The study investigated a trilingual education setting at the nexus of 2 major events: incorporation of Intercultural Bilingual Education throughout Mexico and integration of ELT into the country's public school system. Methods included participant observation in primary-level language classes and semi-structured interviews with educators and other stakeholders affiliated with a rural school where an indigenous variety, a societal variety, and a foreign language were taught. Findings indicate that teacher agency was a powerful tool in linguistic and cultural maintenance and transforming language policy and planning at the local level. Although the spread of English may be unavoidable, with local community involvement and a school-based commitment to support linguistic and cultural maintenance, the micro language policy context can be configured to promote a symbiotic relationship among linguistic varieties. [More] Descriptors: Ethnography, English (Second Language), Second Language Learning, Second Language Instruction

Christiansen, M. Sidury; Trejo Guzmán, Nelly Paulina; Mora-Pablo, Irasema (2018). You Know English, so Why Don't You Teach?" Language Ideologies and Returnees Becoming English Language Teachers in Mexico, International Multilingual Research Journal. Return migration from the United States to Mexico has been increasing in the last decade. Research reports that many returnees, who are English dominant, drop out of school to look for work in call centers and transnational companies (Anderson, 2015). Others pursue higher education in English-based programs such as those for becoming English language teachers (Rivas Rivas, 2013). This article explores what role language ideologies have in the decision making of three returnees to pursue a degree in English language teaching (ELT) and how such language ideologies inform the participants' bilingual identities and teaching practices. Findings suggest that while some ideologies held by participants and hiring entities in Mexico, such as linguistic imperialism and linguistic purism, give students an advantage in the workforce, they also generate a sense of otherness that can create barriers to social integration and implicit effects on how they view their language teaching capacities and practices. [More] Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers

Cho, Yoo Jin; Thrasher, James F.; Swayampakala, Kamala; Lipkus, Isaac; Hammond, David; Cummings, Kenneth Michael; Borland, Ron; Yong, Hua-Hie; Hardin, James W. (2018). Does Adding Information on Toxic Constituents to Cigarette Pack Warnings Increase Smokers' Perceptions about the Health Risks of Smoking? A Longitudinal Study in Australia, Canada, Mexico, and the United States, Health Education & Behavior. Background: Health warning labels (HWLs) on cigarette packs in Australia, Canada, Mexico, and the United States include varying information about toxic cigarette smoke constituents and smoking-related health risks. HWL information changed more recently in Australia, Canada, and Mexico than in the United States. Aims: To investigate whether smokers' knowledge of toxic constituents and perceived smoking-related risks increased after adding this information to HWLs and how knowledge of toxic constituents is associated with perceptions of smoking-related risks. Methods: Data come from a longitudinal, online cohort of 4,621 adult smokers surveyed every 4 months from September 2012 (Wave 1) to January 2014 (Wave 5) in Australia, Canada, and Mexico, with the United States being surveyed from Waves 2 to 5. Generalized estimating equation models estimated the association between perceived smoking-related risk at follow-up and prior wave knowledge of toxic constituents, adjusting for attention to HWLs, sociodemographics, and smoking-related characteristics. Results: Between 2012 and 2014, knowledge of toxic constituents increased in Australia, Canada, and Mexico (p < 0.001), but not in the United States. Higher levels of both attention to HWLs and knowledge of toxic constituents were associated with a higher perceived risk of smoking-related conditions at follow-up across all countries except for the United States. Conclusions: Our results suggest that information about toxic constituents on prominent HWLs not only increases smoker's knowledge of toxic constituents, but that it may also reinforce the effects of HWL messages about specific, smoking-related health outcomes. [More] Descriptors: Smoking, Health Behavior, Foreign Countries, Longitudinal Studies

Ladner, Matthew (2018). In Defense of Education's "Wild West": Charter Schools Thrive in the Four Corners States, Education Next. The point at which the corners of Arizona, Colorado, New Mexico, and Utah meet is the only spot in the United States where the borders of four states converge. Beyond geography, the Four Corners states share a similar approach to charter schooling. All four states have adopted relatively freewheeling authorization policies, and charter schools there show signs of prospering–and delivering substantial benefits to students. [More] Descriptors: Charter Schools, State Legislation, State Policy, Educational Policy

Addario, Lauren; Langer, Miriam (2016). A University-Museum Partnership for Creative Internships in Cultural Technology, Journal of Museum Education. Engaging disenfranchised populations in cultural work is a challenge. New Mexico Highlands University (NMHU) is an Hispanic Serving Institution located in rural northern New Mexico. Our students reflect the regional culture and are primarily Hispanic and Native American. They had little interest in museums, places where they felt marginalized and unwelcome. We designed the AmeriCorps Cultural Technology Internship Program with the mission to make real change in museums while providing access to meaningful careers for NMHU media arts students. How do we do it? We start by paying our interns; it is no secret that economically disadvantaged students cannot afford to forego payment. We encourage student voices because they often possess multi-generational knowledge of New Mexico's cultural heritage. We place a high value on the technology skills that our students contribute when working in the most prestigious New Mexico museums. Our 10-year-old program proves why this is a game-changing, sustainable, and replicable model for university-museum partnerships. By encouraging the students to use their skills in cultural institutions and paying them a living wage, we have changed the narrative from one of exclusion and disenfranchisement to one of inclusion and engagement. [More] Descriptors: Museums, Partnerships in Education, Universities, Internship Programs

Valentine, Jessa Lewis; Barham, Brad; Gitter, Seth; Nobles, Jenna (2017). Migration and the Pursuit of Education in Southern Mexico, Comparative Education Review. Educational attainment in rural Mexico is increasingly structured by migration opportunities. The rise in adult US migration increases potential funding for adolescents to stay in school but may also decrease incentives for them to do so. Domestic migration flows can fund schooling locally, and may also support students' own movement for education when opportunities in rural communities are limited. We study these processes using survey and focus group data from rural villages in southern Mexico undergoing rapid changes in migration and education opportunities. We find evidence that education trajectories are intimately linked with adolescents' exposure to migration in their communities, and that gender plays an important role in structuring these effects. We also document the increasing importance of adolescent movement to peri-urban and urban centers to complete secondary education, a pathway of schooling acquisition that is itself influenced by adult migration patterns in their communities. [More] Descriptors: Foreign Countries, Migration, Educational Attainment, Academic Persistence

Mazur, Matt (2013). Amate Bark Designs, Arts & Activities. Inspired by a beautiful bookmark one of the author's students made for him as a gift, he began a lesson exploring the vibrant bark paintings popular all over Mexico. The majority of his students have Mexican ancestry, so exploring the arts of Mexico is always popular and well received. Amate paintings can also be a great way to introduce the geography and cultures of South and Central America. In this activity, students create their own version of amate painting. [More] Descriptors: Studio Art, Art Activities, Painting (Visual Arts), Freehand Drawing

Ruiz, Eleonora Rubio (2011). Psychology in Mexico, Psychology Teaching Review. The first formal psychology course taught in Mexico was in 1896 at Mexico's National University; today, National Autonomous University of Mexico (UNAM in Spanish). The modern psychology from Europe and the US in the late 19th century were the primary influences of Mexican psychology, as well as psychoanalysis and both clinical and experimental psychologists. Structuralism and functionalism also were fundamental in the early development of psychology in Mexico. Mexican psychology has been influenced by experimentation, inductive theory, psychological testing and statistical methods. In the early 1960s the College of Psychology was divided between the two main general approaches; psychodynamic and experimental. Finally, the College separated from its original Faculty and became the Faculty of Psychology in 1973. In this article, the author provides an overview of psychology in Mexico and shares her plans as a psychologist. [More]  [More] Descriptors: Psychologists, Psychological Testing, Psychiatry, Foreign Countries

Seaman, Julia E.; Seaman, Jeff (2017). Digital Learning Compass: Distance Education State Almanac 2017. New Mexico, Babson Survey Research Group. This brief report uses data collected under the U.S. Department of Education's National Center for Educational Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) Fall Enrollment survey to highlight distance education data in the state of New Mexico. The sample for this analysis is comprised of all active, degree-granting institutions of higher education that are open to the public. The focus is on the distance education data that has been collected by IPEDS for the fall 2012, fall 2013, fall 2014, and fall 2015 terms. This report provides data in the following categories: (1) Overall and Distance Enrollment – 2015; (2) Distribution of State Institutions; (3) Distribution of Total Student Enrollment; (4) On-Campus Students; (5) Distribution of Distance Student Enrollment; (6) Enrollment Trends; (7) Exclusively Distance Student Locations; (8) Overall Enrollment in New Mexico; and (9) Distance Enrollment in New Mexico. [The Digital Learning Compass organization, which conducted this report, is made up of three partners: e-Literate, WCET (WICHE Cooperative for Educational Technologies), and the Babson Survey Research Group. For a related report, "Digital Learning Compass: Distance Education State Almanac 2017," see ED580356.] [More] Descriptors: Distance Education, Enrollment, Undergraduate Students, Graduate Students

Gómez-Merino, Fernando Carlos; Trejo-Téllez, Libia Iris; Méndez-Cadena, María Esther; Hernández-Cázares, Aleida Selene (2017). Education, Science and Technology in Mexico: Challenges for Innovation, International Education Studies. The innovation process is founded on a high-quality education system at all levels, which trains scientists and technologists capable of generating innovations. Education is the most decisive factor in human development, yet in Mexico current statistics reveal a critical situation at every educational level, as only 1 out of every 10 children entering elementary school obtains a university degree, and less than 0.01% of the population holds a doctoral degree. In addition, international tests such as the Programme for International Student Assessment (PISA) reflect the low educational performance of Mexican students in several subject areas. The deficiencies found in the national education system negatively impact innovation indicators. Although there have been major initiatives to reverse underperformance in education, science, technology and innovation (STI), the country has actually seen its global competitiveness ranking fall from 55th in 2013 to 57th in 2015, and structural reforms in education, science and technology proposed since 2012 have still not been successfully implemented. This paper analyses the current status of the education and STI systems in Mexico and sets out some strategies to improve public policies to profit from the great competitive advantages that Mexico has as an emerging economy, with about 52 million economically active people and great untapped potential if innovations policies are implemented successfully. [More] Descriptors: Foreign Countries, Public Policy, Educational Methods, Innovation

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