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LA EDUCACIÓN RURAL EN MÉXICO
El libro elabora propuestas de políticas de educación rural en escenarios realistas y alcanzables, contempla los recursos requeridos para su implementación e identifica a las autoridades involucradas y la temporalidad en su desarrollo.
History in Person
Nine ethnographers address such topics as the politically sexualized transformation of identities of women political prisoners in Northern Ireland, the changing character of political activism across generations in a Guatemala Mayan family, and cultural forms and struggles in New York.
Diez caminos a la docencia
En los capítulos de 10 caminos a la docencia se revela la intersección única de historia personal y compromiso profesional, dando vida a un mosaico de relatos que reflejan la diversidad y complejidad del trayecto hacia la docencia a través de contextos diferenciados, teniendo como elementos comunes la incertidumbre de variadas realidades y la apasionada entrega con responsabilidad social.
Caudillo and Peasant in the Mexican Revolution
Until quite recently, the Mexican Revolution was usually defined as an agrarian movement, as a peasant war, with Emiliano Zapata, leader of the villagers of Morelos, taken as its most typical figure. Yet this interpretation leaves many questions unanswered. It ignores the sheer diversity in both regional background and social goals of the revolutionary forces. It does not explain why the partition of the great estates and effective land distribution was delayed until the 1930s, almost two decades after the cessation of hostilities. More important, it fails to account for the emergence of a one party political system, in which the resources of the state are concentrated on industrialization and economic growth. This book consists of case-studies and general perspectives, all based on research, which follow the careers of several caudillos, some conservative, some progressive, with the aim of analysing the means by which these revolutionary chieftains first obtained power and then promoted or opposed the authority of the national state.
National Narratives in Mexico
If history is written by the victors, then as the rulers of a nation change, so too does the history. Mexico has had many distinct periods of history, demonstrating clearly that the tale changes with the writer. In National Narratives in Mexico, Enrique Florescano examines each historical vision of Mexico as it was interpreted in its own time, revealing the influences of national or ethnic identity, culture, and evolving concepts of history and national memory. Florescano shows how the image of Mexico today is deeply rooted in ideas of past Mexicos—ancient Mexico, colonial Mexico, revolutionary Mexico—and how these ideas can be more fully understood by examining Mexico’s past historians. An awareness of the historian’s cultural perspective helps us to understand which types of evidence would be considered valid in constructing a national narrative. These considerations are important in modern Mexican historiography, as historians begin to question the validity of Mexico’s “collective memory.” Enhanced by more than two hundred drawings, photographs, and maps, National Narratives in Mexico offers a new vision of Mexico’s turbulent history.
Assessing Teacher Effectiveness
How can we really evaluate teacher effectiveness? Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation? Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualised and methods of measuring it are not attuned to the real contexts in which teachers work. They propose a model of differential teacher effectiveness which takes into account that: * teachers may be more effective with some categories of students than with others * teachers may be more effective with some teaching contexts than others * teachers may be more effective with some subjects or components than with others. Building on and developing previous research on models of teacher effectiveness and current theories, the authors open up possible new debates which will be of interest to academics and researchers working in this area throughout the world.
The Crooked House
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Classroom Assessment
This book is based on the belief that decision making is perhaps the most critical of all teaching skills and that good assessments lie at the core of good decision making. To become better teachers then, teachers must learn to make informed decisions about both individual students (learning decisions) and about groups of students (teaching decisions). This book gives equal status to both types of decisions and shows how assessment is integral to both. The organization of the book is sequential, mirroring the way in which information should be used to make decisions. It begins with a conceptual framework linking information to decision making, then moves to the design of assessment instrumen...
