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This thesis compares the educational systems of the United States and of Mexico from their beginnings, and especially notes the progress that Mexico has made since 1920.

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"December 2008". / Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009. / Bibliography: p. 299-327. / Introduction -- Literature review -- Study 1 -- Study 2 -- Conclusions. / The aim of this case study was to identify the beliefs of eight pre-service teachers about thesis writing and professional development while and after writing their BA thesis through diary and survey inquiry. This research was conducted in the teaching area of the major in Modern Languages (LEMO) from the Autonomous University of Puebla (BUAP). The methodology used to identify trainee beliefs was applied in two periods: during the process to include reflection in action, and after the process obtaining reflection on action as suggested by Schön (1983, p. 26). Thus, the participants wrote their electronic dialogue diaries while taking the two Research Seminars and writing their thesis. In this diaries they expressed their thoughts and feelings, sent them to the teacher and the teacher answered them also via e-mail. Then, when the Research Seminars had finished, they answered the questionnaire called Thesis and Professional Development Questionnaire (TAPDQ), which was especially designed for this research taking insights from Eraut (1995), Fullan(1995), Burns et al (1999), Schmekes (2004) and Viaggio (1992). This questionnaire contains Likert scales and some open questions. The findings of these studies reveal that participants were aware of their lack of expertise in thesis writing and they looked for strategies to overcome this problem. Also, the findings suggest that the participants were benefited from the constructivist methodology employed in the Research Seminars. Most of the participants reported having acquired skills, knowledge, having improved their attitude and having become better students after writing their thesis. This doctoral thesis begins exploring an area that has not been explored on ELT teacher cognition at least as reported in the research reviews done by Borg (2003, 2006) and Reyes & Rodríguez (2007). It aims to contribute to get a better understanding the thesis writing processes in teacher education programmes in public universities in Mexico. / Mode of access: World Wide Web. / xvii, 359 p

The emergence of higher education opportunities in rural areas of Mexico such as throughout the state of Oaxaca has opened new opportunities for young women's professional development and new individual and community identities. I explore tensions between the collective imaginary of rural Mexico and rural women's emerging sense of independence and self-determination in light of higher education's expanding opportunities. Educational opportunities lead to community formation around commonality of experience in addition to ascribed community relationships and roles. I situate this analysis within the context of the Universidad Tecnológica de los Valles Centrales de Oaxaca (UT), a small university in San Pablo Huixtepec, Oaxaca, Mexico. Through interviews and participant observation, I answer the following questions: (1) How is rural women's identity produced through policy, geography, and social influences? (2) In what ways do college women experience change in terms of family relationships and professional trajectories? and (3) How do changes in rural women's collective identity through professional development contribute to social movements for gender equality? This thesis provides a broader examination of the implications of shifts in family trajectory for belonging and women's identity in Mexico, contributing to larger discussions regarding higher education in rural areas, women's experiences and interactions within institutions, and women's collectives as venues for societal transformation. In conclusion, I offer recommendations for educational policy that supports women's identity development, promotes gender equality, and encourages women's leadership.

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This thesis explored a regional comparison of education in post-revolutionary Mexico. It involved a micro-look into the relationship between violence, education, religion, and politics in the states of Durango and Jalisco. Research methods included primary sources and microfilms from the National Archives State Department records related to education from the internal affairs of Mexico from 1930-1939 from collection file M1370. It also utilized G-2 United States Military Intelligence reports as well as records from the British National Archives dealing with church and state relations in Mexico from 1920-1939. Anti - clericalism in the 1920’s led to violent backlash in rural regions of Durango and Jalisco called the Cristero rebellion. A second phase of the Cristero rebellion began in the 1930s, which was aimed at ending state-led revolutionary secular education and preserving the folk Catholic education system. There existed a unique ritualized culture of violence for both states. Violence against state-led revolutionary secular educators was prevalent at the primary and secondary education levels in Durango and Jalisco. Priests served as both religious leaders and rebel activists. At the higher education level there existed a split of the University of Guadalajara but no violence against educators. There existed four competing factions involved in this intellectual battle: communists followed Marx, anarchistic autonomous communists, urban folk modern Catholics, and student groups who sought reunion of the original university. This thesis described how these two states and how they experienced their unique culture of violence during the 1930s. It suggested a new chronology of the Cristero rebellion. This comparison between two regions within the broader context of the country and its experiences during the 1930s allowed for analysis in regards to education, rebellion, religion, and politics.