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The transition to the use of paper in public elementary schools in Mexico was not easy. At the end of the nineteenth century, the use of slates had been questioned due to the health risk they represented since students often erased their writing with saliva and the material with which the slates were made did not always meet the necessary specifications. On the other hand, paper, from a hygienic, pedagogical and aesthetic point of view, was considered a superior material compared to the hardness of the slate, the shine of the surface and the lack of precision obtained in the tracing of the letters. Derived from this approach, the possibility of changing materials in official schools was seriously envisioned. However, the paper represented a very high cost. Only two paper mills could supply the schools and it was necessary to lower the price, and guarantee the supply by enhancing the distribution system. This article analyses the beginning of the conversion process of a technology for learning to write such as the slate for paper. I analyse the expense that it meant for the authorities and families, how the change was the result of a multiplicity of social, cultural, economic and political relations that intersected to give a new configuration of time, noise and established values in the classroom.

This study investigated the performance of four widely used data-collection designs in detecting test-mode effects (i.e., computer-based versus paper-based testing). The experimental conditions included four data-collection designs, two test-administration modes, and the availability of an anchor assessment. The test-level and item-level results were analyzed with inferential statistics and multidimensional scaling, respectively. The test-level results supported the superiority of the single-group counterbalanced design and the random-groups design over the single-group design without counterbalancing and the anchor test design in the recovery of the actual test-mode effects. Analysis at the item level revealed the presence of a two-dimensional solution, with the data-collection design contributing significant variability over and beyond the test mode.

Engineers make things, make things work, and make things work better and easier. This kind of knowledge is crucial for innovation, and much of the explicit knowledge developed by engineers is embodied in scientific publications. In this paper, we analyze the evolution of publications and citations in engineering in a middle-income country such as Mexico. Using a database of all Mexican publications in Web of Science from 2004 to 2017, we explore the characteristics of publications that tend to have the greatest impact; this is the highest number of citations. Among the variables studied are the type of collaboration (no collaboration, domestic, bilateral, or multilateral), the number of coauthors and countries, controlling for a coauthor from the USA, and the affiliation institution of the Mexican author(s). Our results emphasize the overall importance of joint international efforts and suggest that publications with the highest number of citations are those with multinational collaboration (coauthors from three or more countries) and when one of the coauthors is from the USA. Another interesting result is that single-authored papers have had a higher impact than those written through domestic collaboration.

School site leadership has commanded the attention of researchers and policymakers in Anglo-American jurisdictions for at least two decades, but little is known about how many other parts of the globe have addressed this topic. This paper reviews published research and policy documents related to school leadership in Latin America between 2000-2016. Applying rapid mapping techniques used for scoping studies, we review 359 research and policy documents and give "coherent, meaningful shape" to what we know and what we don't know about school leadership in the region. Attention in research and policy to school leadership in Latin America was relatively slow to arrive: whilst it grew steadily in the first decade of this century it remains low compared to other regions of the world. We provide an overview of the school leadership policy environment in several countries, describing recruitment, selection, evaluation, and job responsibilities of principals; relevant leadership frameworks; and requirements for training or professional development. We speculate on what might explain the diverse ways that school leadership has been taken up in the region: degree of school system centralization; policy borrowing; stage of development; technocratic problem solving; and neoliberal accountability.

This paper discusses the type of professional learning that international academic mobility makes possible during a PhD program. The conceptual approach used Pierre Bourdieu's field theory, which allows analyzing PhD students as 'newcomer' members who bet on mobility under the idea of "illusio." The methodology used was qualitative. The information was obtained through semi-structured interviews with twenty-four new researchers who studied in four prestigious PhD programs in education and history in Mexico. The findings demonstrate that mobility fosters relationships with peers abroad, makes it easier to learn to do research, favors the reconversion of capital within the scientific field, and offers practical knowledge related to the need to publish results in order to achieve international recognition.

This paper presents the findings of a descriptive multiple case study carried out with six teachers of English in five public secondary schools in a city in northwestern Mexico aimed to determine how writing was taught. A mixed methods approach was followed with an embedded design in which qualitative data had increased weight and quantitative data was supportive. Qualitative data were collected through an interview guide approach, non-participant observation, and qualitative document analysis, while quantitative supporting data were collected using structured observation and quantitative document analysis. In the qualitative analysis, four themes emerged: (1) writing activities, (2) resources, (3) assessment, and (4) frequency of work on writing. Results suggest that writing activities in which students are required to write one word, a phrase or a sentence predominate. Also, findings show that paper-based resources for writing tasks are frequently used. Qualitative results suggest that written exams, word dictation and class projects were assessment practices assigned by teachers; besides, findings suggest that the writing activities are form-driven rather than meaning-driven. The relevance of this research is that findings might provide the basis for designing quantitative studies in this context that allow for generalizations.

Engineers make things, make things work, and make things work better and easier. This kind of knowledge is crucial for innovation, and much of the explicit knowledge developed by engineers is embodied in scientific publications. In this paper, we analyze the evolution of publications and citations in engineering in a middle-income country such as Mexico. Using a database of all Mexican publications in Web of Science from 2004 to 2017, we explore the characteristics of publications that tend to have the greatest impact; this is the highest number of citations. Among the variables studied are the type of collaboration (no collaboration, domestic, bilateral, or multilateral), the number of coauthors and countries, controlling for a coauthor from the USA, and the affiliation institution of the Mexican author(s). Our results emphasize the overall importance of joint international efforts and suggest that publications with the highest number of citations are those with multinational collaboration (coauthors from three or more countries) and when one of the coauthors is from the USA. Another interesting result is that single-authored papers have had a higher impact than those written through domestic collaboration. [ABSTRACT FROM AUTHOR]

A critique of both homogenizing and vertical power runs through the Zapatista social project in Chiapas, Mexico, lending a distinctive character to both Zapatismo's political vision of self-governance and to the educational vision of its community schools. Zapatismo's critical practices may thus offer valuable contributions to antifascist praxis and pedagogy. This paper considers anti/fascism through a micropolitical lens, focusing on two prevailing tendencies: binarization of power relations and homogenization of identities. It then suggests that Zapatista practices undermine microfascist tendencies in social-political life through subversion of command relationships, plural identification, critique of representation and safeguarding of alterity. The paper concludes by tracing the manner in which a critique of state schooling within Chiapas's indigenous communities has led to the development of Zapatista autonomous schools, examining ways in which these schools refuse totalization and prefigure community autonomy.

Deaf-blindness is a type of dual disability wherein visual and auditory capabilities are significantly impaired. Special communication methods have been developed for the deaf-blind community. Yet, these methods require that both people involved have prior knowledge and training to successfully communicate, limiting deaf-blind people's social interactions, particularly in academic settings. This paper describes the development of a device that enables two-way communication between a severely deaf-blind user and a hearing person with no prior knowledge of Braille and no additional intermediaries. A Convolutional Neural Network (CNN) scheme for speech recognition was designed and implemented along with the development of an algorithm capable of developing both text-to-speech and Finger-Braille-to-text conversion. Lastly, a system integration via 3D modeling and additive manufacturing was carried out to deliver a functional prototype. The resulting device aims to allow deaf-blind students to send and receive information entirely in finger Braille, using buttons and vibrotactile feedback. In contrast, the hearing tutor receives auditory messages and speaks to reply, making the educational experience as familiar as possible for both parties. Users testing the device achieved an average typing accuracy of over 95% and demonstrated an understanding of commands transmitted through the device's components.

This article analyzes the social production of space in Atenquique, an industrial town in the southern region of Jalisco in western Mexico. The theoretical framework draws on insights from critical geography. Through the case of Atenquique we reflect on the transformation of the area from the beginning of the neoliberal period in Mexico. Neoliberalism ushered in the growth of precarious and insecure working conditions, something which has deepened over the past several decades. The methodology employed is based on ethnographic research undertaken over a period of four months in Atenquique. During this time period we used three different audiovisual methods to collect information: photography, oral history and the production of an ethnographic documentary film. The results of the study show how the ex-inhabitants of Atenquique have knit together complex constructions- both material and symbolic- that provide insight on how the changes of the past several decades have affected the area. In the conclusions, we return to the broader debates on the local and territorial consequences of the implementation of the neoliberal policies in Mexico.

This paper is focused on one of the most common and basic ways of processing corpus information; concordance, and how it can be used in the classroom to offer language learners useful vocabulary that they would face in genuine conversations and help them detect language patterns as this ability helps them with their learning process. In addition, a sample of a corpus-based activity will be presented to show how classroom activities based on corpora can be developed. What is more, this paper has the purpose of encouraging teachers to use this type of activity and to offer them a straightforward guide to follow.

Globally, there is considerable investment in education technologies leading to increased attention from stakeholders (Trucano, 2017). For a deeper understanding about the implementation of various technologies, research is needed to examine how teachers are incorporating them in teaching and learning. This study focused on eight countries to examine how teachers used ICT in mathematics instruction and factors that contributed to ICT use. Results show that teachers' education levels and cooperation amongst educators are associated with ICT use in instruction. The paper includes recommendations and implications for practice and future research.

The extent to which writing assessment training (WAT) impacts writing scores has been widely explored in L2 testing contexts. However, little is known of the benefits of WAT to classroom assessment of writing. This paper analyzes the impact of two WAT sessions on the classroom assessment of writing of eleven EFL Mexican university teachers. Twenty-two interview transcripts suggested an impact in three main areas: classroom teaching of writing, classroom assessment of writing, and teacher self-awareness. The category of teacher self-awareness displayed the most impact. The paper proposes a categorization of impact on writing assessment.

Service learning (SL) engages students in intentional, collaborative service experiences that promote civic citizenship. The COVID-19 pandemic forced traditional face-to-face SL courses to transition into virtual service learning (e-SL). This paper examines the academic and civic outcomes of an e-SL binational sustainable tourism course for undergraduate students. The course was designed to deliver disciplinary knowledge in sustainable tourism and transborder civic citizenship competencies in the following areas: 1) Ethos, 2) Literacy, 3) Inquiry, 4) Action, 5) Leadership, and 6) Partnership. A post-course student survey was deployed to assess student perspectives regarding the achievement of course outcomes. The findings revealed significant (positive) academic and civic transformations among the students due to the intentionality of the e-SL course design and implementation. Results indicate that e-SL in sustainable tourism education can be an effective pedagogy for inculcating civic learning, responsibility, and engagement among students and future professionals in the field of tourism.

This paper focuses on the perceptions of technical high school tutors in Mexico about students from lower socioeconomic backgrounds in the context of global curriculum reforms and institutional hierarchies. Through two novel concepts in education, culture of poverty and cultural deficiency, the paper explores: (a) how structural constraints shape tutors' perceptions and practices with students, and (b) how tutors' perceptions contribute to reconceptualise discourses of deficit and the culture of poverty in a more comprehensive way. Through in-depth semi-structured interviews with nine tutors working in Tijuana, Mexico City and Tuxtla Gutierrez, the main themes of analysis are: tutors' working conditions, their perceptions of and relationships with students, the quality of education on offer, curricular reforms, and behaviour management. Even if systemic factors contribute to tutors' perceptions of deficit amongst students, we found valuable experiences of empathy, trust, and encouragement amongst tutors that show both their agency and resilience.

This paper examines the written reflections of 30 Canadian undergraduate students who participated in an international field course focusing on migration and human rights in Mexico. It endeavors to understand how the students reconciled their thoughts and feelings about trauma and oppression in an intercultural setting. Borrowing Foucault's 'ethic of discomfort', which emphasizes the proactive and transformative potential of discomfort in education, the paper extends existing scholarship in teaching and learning around study abroad and social justice by focusing on ethically complex situations in the field. The findings reveal that while preparation for unprecedented and unforeseeable scenarios during an international field course was challenging for faculty, exposing students to the realities of migration ultimately facilitated learning.

Purpose: This paper aims to analyze the demand for mobility in higher education to understand the critical elements of students' mobility and the potential impact of accessing sustainable alternatives. The demand for different means of transportation accounts for socioeconomic variables such as household income and size, gender, age, among other travel factors such as distance, time, speed and direct cost. Design/methodology/approach: This research uses a unique data set encompassing a representative sample of households across gender and municipalities in the Monterrey Metropolitan Area in Mexico. This paper uses the value of transportation time savings approach to estimate the derived demand for mobility in higher education across different means. The empirical strategy uses a linear utility framework in a multinomial non-ordered logit model to analyze the conditional selection of transportation as a function of sociodemographics, direct monetary costs and travel determinants such as travel time, distance and speed. Findings: Men students are more likely to use an unsustained transportation mode such as a car or cab than women. Income is a crucial determinant for transportation demand. There is a negative relationship between household income and walking or riding the bus but positive with driving a car. An increase in the time of the trip decreases the probability of walking while increasing the likelihood of using a car or riding the bus to school. Students who feel safe while riding a bus are more likely to use the bus or walk as transportation than using a car. Finally, having access to better quality sidewalks significantly incentive walking over other transportation options. Practical implications: Results show that individuals would almost always choose private vehicles because of the personal comforts and time savings. Social implications: Understanding the demand for higher education and access to sustainable transportation might provide new insights into campus planning and development. Access to public transportation options can reduce the travel costs for students with lower incomes and enlarge options for students who have to commute longer distances by car. Sustainable transportation access plays a role in promoting equality and economic development. Originality/value: This study's results bring new light on how transportation becomes an essential component of the opportunity cost of college education and could define its role in promoting equality or increasing inequality. This study's finding is of particular interest for cities where housing location seems to be independent of access to school, work or other amenities.

In recent years, youth across the planet have begun to mobilise, motivated by the perceived injustices associated with the causes, consequences and politics of climate change. However, education systems lag behind, preoccupied with the "what" and "how" of climate change, rather than engaging it as a social issue in which students themselves are implicated. In this paper, we share the results of our participatory research exploration into youth and climate change through an international education project, in which 99 students from 13 countries joined virtually in a climate change learning experience, culminating in the collaborative development and presentation of a White Paper to the 2018 IPCC Cities and Climate Change Conference. Grounded in a critical global citizenship education framework, this project provides a site to explore climate change education from the perspectives of diverse youth, who inform possibilities for climate change education that addresses justice, individualisation and emotionality.

(English) language teaching in Mexico occurs within 'coloniality. Hence, it is imperative to raise the critical multilingual language awareness of future language teachers in terms of colonial practices. In order to promote decolonizing pedagogies, this paper presents the results of a critical-ethnographic-action-research study, whose main goal was to unveil the discourses of coloniality present in the daily lives and personal stories of 37 student-teachers enrolled in a language teaching BA program while connecting the student-teachers to language teaching in general and the position of Spanish and English vis-à-vis Indigenous languages in Mexico in particular. The data originates from student-teachers' stories about (self)discrimination, their collection and analysis of memes, videos circulating in their social media, samples from their language textbooks, and a written piece in which the student-teachers identified and reflected on words and phrases stemming from coloniality. Based on an iterative and recursive analysis of the data and utilizing a decolonizing theoretical lens in connection to race theories in Latin America, this paper addresses three emergent themes: (1) race and physical appearance; (2) colonial linguistic hierarchies; and (3) awareness of the discourses of colonial difference.

This paper addresses policy effects of international mobility in developing countries. It proposes a multilevel approach to study research training policies, specifically focusing on international mobility schemes as capacity-building instruments, where effects need to be identified at both individual and organizational levels. The paper asserts that current categorizations of country efforts to build a solid scientific base should consider transference of effects in domestic research contexts. Using a survey and interview-based study of a mobility policy in Mexico, and nanotechnology-related disciplines and sectors, this paper's findings suggest that mobility policies are crucial in creating high-quality individual research skills, but that their impact on building domestic research capacity may be modest. This paper contributes to the evaluation literature on national research training programs and their influence on research capacity in two ways. First, it mobilizes a multilevel analytical approach to examine the effects of policies on individuals and organizations, offering a broader conceptualization of impact. Second, by introducing these individual and organizational effects, the paper provides insights into how effects are enacted and transferred.

Purpose: The paper enriches the understanding of the principal challenges faced in future lawyers' education in Mexico considering global trends, particularly from the perspective of skills creation in diverse areas of legal practice. Design/methodology/approach: The framework used draws on trends identified within an international collaborative research study in which both authors participated, titled "Developing a Blueprint for Global Legal Education". This current paper stems from the premise that these recommendations can be further developed and better utilised if explored within a specific context. The methodology designed for this research consisted of two main components: a thorough analysis of the norms that regulate the education system and the professional practice in Mexico, and an extensive literature review that provided insights into the state of global trends in legal education. Findings: This paper reveals that in Mexico having a well-designed and comprehensive legal framework is the first step to promote the creation of high-quality educational models. Practical implications: The study analyses the current situation in Mexico within four global trends--(1) regulation of legal education and access to the profession; (2) building professional practice skills; (3) internationalisation of education and (4) incorporation of technology and responsible innovation. Originality/value: The reflections are intended to promote better training of law students in the skills required to face the various challenges that the legal profession currently involves. This is under an approach that analyses global challenges and identifies the best practices to connect learning processes with in-demand professional skills.

The goal of this paper is to introduce an emerging theoretical lens and strand of research in the field of language teacher education, that of threshold concepts (TCs). We do so by a) defining and explaining the construct of TCs itself, b) systematically reviewing the small body of literature that has explicitly used a TC lens to research language teacher education and c) discussing the implications of using this construct for research and practice. To find and select papers, we used a combination of inductive and deductive searches with Scopus, Google Scholar, and Research Gate. Papers not using TCs as an explicit theoretical lens were excluded. The review of the literature shows that 5 threshold concepts have been identified so far in language teacher education: interlanguage, effective teacher talk, real language use, fostering learner autonomy, and grammatical rank scale. All but one of the threshold concept studies in language teacher education have been conducted in the British Isles. The only non-British paper is by a Mexican author and was conducted and published in Mexico. Action research has been the preferred design. Other established methods for identifying threshold concepts have not been applied to language teacher education, which means that there is much potential for expanding and improving upon existing research. We suggest that threshold concepts hold potential to both investigate and enhance the disciplinary identity of language teachers.

In this paper, I report on research about the experience of a group of English teachers who returned from the violent gang culture of Southern California to Mexico, seeking a means of changing their identities from gang members into productive, educated members of society. On returning to Mexico, the teachers had to negotiate their otherness and differences stemming from the customs and traditions they learned to perceive as normal. They learned to adapt to and blend the culture and values they had in Southern California with those of Mexico, using their English as capital to join a new community of practice, English Teaching. Through teaching they were able to gain cultural capital and bring meaning and purpose to their lives as they adapted and their identities changed through time and space. This paper offers insight into the struggle of transnational youth and how they adapt to different communities. This is especially important in a country like Mexico, where Mexican youth often grow up in the United States and have to come back to Mexico, a country they often do not feel they belong to.

The pandemic has provoked disruptions in students' lives and studies worldwide, which has caused them to feel moderate to high levels of anxiety and stress. Universities have responded by offering online counseling and communicating self-help recommendations via their websites. Curiously, the role that professors could play to reduce this emotional hardship has been ignored in the literature. This instructional paper describes how and why three professors in Mexico include a brief, daily mindful practice in class to help their students cope with the negative emotions that may arise. Psychological and educational research has indicated that the development of mindfulness reduces emotional pain and increases one's sense of well-being. Importantly, the focused-attention meditation described herein does not require an experienced mediator. A script to guide the practice is being used by the three professors, and could serve as a starting point for willing professors. Educators may also discover that the practice improves academic achievement because it activates executive functions (e.g. inhibitory control; working memory), thereby enhancing cognitive functioning. The paper also presents several practical implications involved with the practice, as well as initial reactions from professors and students.

In the current age of border talk, border enforcement, and of draconian policies that further separate and break up families, children who remain in the country of origin are rarely asked what they understand the border and the United States to be like. Media vehicles and academic papers have reported the brutal effects of family separation at the border for children and families. In order to further understand how young children make sense of their feelings of loss and separation psychologists and members of the American Academy of Pediatrics have collected drawings done by children to understand how trauma has manifested in the minds of children during detention and separation. However, another facet of children's perceptions of the United States, migration and family separation also exist a little farther away from the physical border that divides the U.S. and Mexico. This paper, then, addresses the questions: How do Mexican children in Mexico make sense of their family separation through their drawings? How are children's drawings and narratives describing how they see and understand the United States? In this paper, we analyze 50 drawings from children in Puebla, Mexico who have one or more parents living in the United States. Data for this paper stems from a 3 year, multi-sited ethnography that spanned New York City and several states in Mexico.

Educational research has reported different benefits related to the use of practice tests. In the case of the teaching and learning of mathematics, evidence has been found that the use of practice tests is associated with an improved performance in standardized tests. However, it is less known about the emotions that students experience during such practice tests. This paper reports on a study on the use of practice test in mathematics instruction at the undergraduate level, which focuses on exploring students' emotions during a practice test for linear algebra. 78 students answered a questionnaire one day after having participated in an oral practice test on linear algebra. The results suggest that before the practice test nervousness was predominant among students, but this emotion decreases as the activity progresses.

This paper aims to describe the development process of the Observation Protocol for Teaching Activities in Mathematics (POAEM) and to report the findings from the qualitative and statistical analyses used to provide evidence of validity and reliability of the information collected with the first version of the POAEM. As part of this development process, 20 teachers from Mexican primary schools were videotaped twice while teaching mathematics. The study assessed the reliability of the POAEM rubrics. Results showed that the dimensional structure of the instrument can be grouped in one factor. A generalizability study provided information on the different sources of error in the measurement, showing that the dimensions accounted for 78% of the variance. This study provides an exemplar of the design and validation of an instrument that can help other researchers develop their own instruments and data collection to generate evidence of validity and reliability in different sociocultural contexts.

Higher education institutions have been complicit with the ongoing coloniality project that reinforces and perpetuates inequities, dismisses interests, knowledges, alternative discourses, and world views different from Western European thought (Bell, 2018; Dastile & Ndlovu-Gatsheni, 2013; Harms-Smith & Rasool, 2020). Education is rooted in colonialism, which raises doubts about the feasibility of universities implementing a decolonial agenda (Dhillon, 2021). To contribute to the conversation about decolonial praxis and the documented efforts in the literature on how to enact a decolonial rehumanizing agenda, this paper presents a systematic literature review of works from the Global South that attempt to disentangle universities from colonial practices in higher education. The works reviewed describe a variety of practices from pedagogical practices, curriculum changes, and institutional connections with marginalized communities that make visible knowledges, languages, and perspectives traditionally excluded from universities.

Education has been considered a cornerstone for human and economic development. Although there is a national educational strategy in most countries, various implementations are at the state level. This paper studies academic efficiency at the primary and secondary levels and the human development dimensions -- long and healthy life, being knowledgeable, and enjoying a decent standard of life -- at the state level. For this purpose, a network data envelopment analysis (NDEA) with two stages was proposed. The first stage studies the educational process efficiency, while the second evaluates its impact in the form of the human development index. The study found significant differences between the evaluated states in the education stage, where the lowest efficiencies are mainly in the southwest of Mexico. The results also indicate that better education quality leads to greater regional, economic, and social development at the state level. This study contributes to the NDEA applications on the understanding of the impact that education has in improving the development of the regions holistically.

This paper analyzes the extent to which the use of digital education platforms (DEP), which was exacerbated by the COVID-19 pandemic lockdown, has modified educational policies for digital transition in schools in the context of the last Mexican educational reform (2019), teaching-learning processes, and school-family relations. Our main hypothesis is that the digital leap, in the New Mexican School that emerged from the last educational reform, has considerably modified the methods of educational governance, the pedagogical processes in schooling, and the ways of communication between schools and families, with implications for children's rights. The objective is to identify, from the stakeholders' perspectives, the effects of the growing importance of BigTech corporations in Mexico and of the expansion of digital capitalism, which deepened as an effect of school closures due to the pandemic, and to analyze the results from the gender perspective. The research methodology is qualitative based on in-depth interviews with policymakers and a survey of 70 school principals, teachers, and families from the five educational regions of the country. Our main research objective is to explore the perceptions, experiences, and opinions of women and men in urban and rural environments about the changes experienced since the pandemic in terms of digital transition and to identify the benefits and constraints of using DEP in schooling contexts.

Although developing countries have established scores of new protected areas over the past three decades, they often amount to little more than “paper parks” that are chronically short of the financial, human, and technical resources needed for effective management. It is not clear whether and how severely under-resourced parks affect deforestation. In principle, they could either stem it by, for example, creating an expectation of future enforcement, or they could spur it by, for example, creating open access regimes. We examine the effect of Mexico's natural protected areas (NPAs) on deforestation from 1993 to 2000, a period when forest clearing was rampant and the vast majority of protected areas had negligible resources or management. We use high-resolution satellite data to measure deforestation and (covariate and propensity score) matching to control for NPAs’ nonrandom siting and for spillovers. Our broad finding is that Mexico's paper parks had heterogeneous effects both inside and outside their borders. More specifically, at the national-level, we cannot reject the null hypothesis that NPAs had zero average effect on clearing inside their borders, nor can we reject a similar hypothesis for spillover clearing outside their borders. However, we can detect statistically and economically significant inside- and outside-NPA effects for certain geographic regions. Moreover, these effects have different signs depending on the region. Finally, we find that NPAs with certain characteristics were more effective at stemming deforestation inside their borders, namely, those that were large, new, mixed use, and relatively well-funded. Taken together, these results suggest that paper parks have the potential to either reduce or exacerbate tropical deforestation and highlight the need for further research on the conditions that lead to each outcome. [ABSTRACT FROM AUTHOR]

This article explores how the Mexican state gathered, archived and destroyed information. It focuses on the US–Mexico campaign against foot-and-mouth disease between 1947 and 1952, whose paper archive Mexican officials burned near the successful conclusion of the campaign. This article argues that several factors shaped the context for this documentary bonfire and made the 1940s a key point of inflection in Mexico's history of official information-gathering: the dominant party's system of elite power-sharing, the growth of a reading public and the regime's drift rightward. At the same time, the nature of the foot-and-mouth disease campaign itself ensured that, despite its possible uses, the archive was particularly sensitive, providing evidence of the embarrassing gaps that began to yawn between the state's language of revolutionary nationalism and its political practise. Indeed, the bonfire represented the culmination of practises Mexican officials had already developed throughout the campaign to reconcile the demands of legibility and deniability, hemispheric integration and nationalism, political stability and state capacity. More broadly, the case illustrates the uneven effects of US assistance on the development of state capacity, the authoritarian but institutionally weak character of the early PRIísta state, and the role of archives in maintaining a coherent image of state sovereignty. [ABSTRACT FROM AUTHOR]

In this paper, the intercultural experience of two Mexican students who made a credit mobility during a scholar semester at a foreign university was analyzed. The analysis was based on semi-structured interviews and reflective reports. A qualitative phenomenological approach was used to analyze the intercultural experience. The experience of the participants was followed in three moments: before traveling, during their stay and on their return to their home university. The results indicated that previous intercultural experience helps to lessen the symptoms of acculturative stress, but the personal attitude influenced the way the students faced their life abroad.

This article aims to study machine learning models to determine their performance in classifying students by gender based on their perception of complex thinking competency. Data were collected from a convenience sample of 605 students from a private university in Mexico with the eComplexity instrument. In this study, we consider the following data analyses: (1) predict students' gender based on their perception of complex thinking competency and sub-competencies from a 25 items questionnaire, (2) analyze models' performance during training and testing stages, and (3) study the models' prediction bias through a confusion matrix analysis. Our results confirm the hypothesis that the four machine learning models (Random Forest, Support Vector Machines, Multi-layer Perception, and One-Dimensional Convolutional Neural Network) can find sufficient differences in the eComplexity data to classify correctly up to 96.94% and 82.14% of the students' gender in the training and testing stage, respectively. The confusion matrix analysis revealed partiality in gender prediction among all machine learning models, even though we have applied an oversampling method to reduce the imbalance dataset. It showed that the most frequent error was to predict Male students as Female class. This paper provides empirical support for analyzing perception data through machine learning models in survey research. This work proposed a novel educational practice based on developing complex thinking competency and machine learning models to facilitate educational itineraries adapted to the training needs of each group to reduce social gaps existing due to gender.

The interplay of digital technologies and inequalities are increasingly discussed in contemporary research, mostly focusing on different forms of digital divides and often addressed as a "problem" that societies should face. Hence, digital education and its governance becomes a major arena for addressing inequalities. In this paper, we offer a cross-country and multi-voiced perspective on how socio-digital inequalities are problematized in digital education policy in three world regions -- Latin America, Africa and Europe -- studying cases through policy documents in Argentina, Mexico, South Africa, Botswana, Germany and Sweden. Our analysis shows how differences and similarities between digital education policy are rooted in various sociotechnical imaginaries that go beyond the national as they are highly situated in spatial--temporal contexts and rooted in historical trajectories. Our contribution aims at a further exploration of the entanglements of educational technology and in/equalities through global conditions and local (hi)stories.

This paper uses the concept of glocality to illuminate the ways in which the global operates as a hegemonic social construct for settler and colonial states to infiltrate and repress other local epistemological domains to assert and maintain control. Identifying four prominent and interconnected themes in the glocality literature: developing deep understanding; addressing power dynamics; privileging Indigenous knowledge systems; and accountability to place, the authors draw on their experience working in health scholarship to reflect upon how the social development goals can be approached by universities in ways that do not reify colonial relationships with Indigenous peoples.

Purpose: This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach: This study used a systematic literature review following Petticrew and Roberts' study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings: The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools' identity, teaching, learning and business schools' key players. Research limitations/implications: As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications: This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value: Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.