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Findings show IPMs operate as both enabling and constraining forces: cultural interpretations, language capacities, and tensions between community inclusion and Indigenous-language instruction influence outcomes. Policy recommendations address how active pedagogy can better translate into classroom practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/invisible-pedagogical-mindsets-in-mexico-aligning-active-pedagogies-with-classroom-practice/583210/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/invisible-pedagogical-mindsets-in-mexico-aligning-active-pedagogies-with-classroom-practice/583210.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-14","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the report’s main focus?","Question",{"text":112,"@type":113},"The report investigates how culture, education ecosystem factors, and learning beliefs (Invisible Pedagogical Mindsets) affect implementation of the Nueva Escuela Mexicana reform in classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Where does the case study take place?",{"text":117,"@type":113},"The study looks at two public primary schools: one in Mexico City and one in Yucatán.",{"name":119,"@type":110,"acceptedAnswer":120},"How do Invisible Pedagogical Mindsets influence NEM implementation?",{"text":121,"@type":113},"They function as both enabling and constraining forces, shaping how the reform is interpreted and carried into classroom practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583210,1792210058,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","I N V I S I B L E P E D A G O G I C A L M I N D S E T S I N M E X I C O  \nHow Culture, Education Ecosystems, and Beliefs about Teaching and Learning Shape Education Reform  \nReimagining Learning in Mexico’s  \nNUEVA ESCUELA MEXICANA EDUCATION REFORM  \nALIGNING ACTIVE PEDAGOGIES WITH CLASSROOM PRACTICE  \nIriana Ferreyra | Gabriela Lozano Campos | Rachel Dyl | Ghulam Omar Qargha  \nReimagining Learning in Mexico’s  \nNUEVA ESCUELA MEXICANA EDUCATION REFORM  \nALIGNING ACTIVE PEDAGOGIES WITH CLASSROOM PRACTICE  \nIriana Ferreyra | Gabriela Lozano Campos | Rachel Dyl | Ghulam Omar Qargha  \nACKNOWLEDGEMENTS  \nWe would like to express our sincere gratitude to the members of the SPARKS Global Network for their invaluable support and feedback over the past two years. We are also grateful to reviewer Wanda Muñoz and to our colleagues at the Center for Universal Education, Dr. Emily Morris and Dr. Rebecca Winthrop, for their thoughtful work as reviewer and editor, respectively. In addition, we thank  \nDr. Rachael Graham Tin and The Other Design Studio for their contributions to editing and design. We are especially thankful to the members of the Research Policy Collaborative (RPC) in Mexico for their commitment, insights, and collaboration throughout this project (See Annex 9-Research Policy Collaborative Members).  \nPhotographs courtesy of Education for Sharing and photographers Nancy Richards Farese and Fran Meckler, used with permission.  \nWe gratefully acknowledge their contribution to the report’s visuals.  \nBrookings gratefully acknowledges the support provided by the LEGO Foundation.  \nBrookings recognizes that the value it provides is in its commitment to quality, independence, and impact. Activities supported by its donors reflect this commitment.  \n2 INVISIBLE PEDAGOGICAL MINDSETS IN MEXICO  \n6 EXECUTIVE SUMMARY  \n10 INTRODUCTION  \n13  \nTHE NEW MEXICAN SCHOOL (NEM) POLICY AND ITS PEDAGOGICAL VISION  \n17  \nSTUDY METHODOLOGY & DATA SUMMARY  \n25 KEY FINDINGS  \n42  \nPOLICY RECOMMENDATIONS  \n46  \nCONCLUSION  \n48  \nREFERENCES  \n51  \nANNEXES  \nHow Culture, Education Ecosystems & Beliefs about Teaching & Learning Shape Education Reform 3  \nABOUT  \nSPARKS    \nThe Strengthening Pedagogical Approaches for Relevant Knowledge and Skills (SPARKS) project is a collaborative, locally led research initiative with the primary goal of understanding the impact of culture, local education ecosystems, and learning theories—together the Invisible Pedagogical Mindsets (IPMs)—on education reform and classroom practice. SPARKS launched Research Policy Collaboratives (RPCs) in Egypt, India, and Mexico. Led by the Brookings SPARKS team and a local facilitating partner in each country, each RPC serves as a local hub for collaborative research on education reforms and innovation.  \nABOUT  \nEducation for Sharing (E4S) is an international nonprofit organization that aims to build the capacity of global citizens through educational innovation based on the power of play. Currently, E4S has 10 educational programs focused on civic values, the UN Sustainable Development Goals, and recreational activities and collaborative games. E4S operates in 32 states in Mexico and 11 additional countries. Over 18 years, E4S has worked in 3,877 educational spaces with 30,869 teachers and 697,620 children and youth.  \nFor the SPARKS project, E4S serves as the facilitating partner of the RPC in Mexico, which brings together policymakers, researchers, teachers, and other education ecosystem actors to define research priorities, collect data, and analyze the findings.  \n4 INVISIBLE PEDAGOGICAL MINDSETS IN MEXICO  \nGLOSSARY  \n\n| NEM\u003Cbr>IPM\u003Cbr>RPC\u003Cbr>SPARKS | The Nueva Escuela Mexicana (NEM) is an education reform launched in Mexico in 2019.\u003Cbr>As the conceptual framework of the SPARKS project, Invisible Pedagogical Mindsets (IPMs) refer to the culture, local education ecosystems, and preferred learning theories that impact education reforms and classroom practice.\u003Cbr>As part of the col","cbCaisdTjEQ1TlXQ","https://ap.wps.com/l/cbCaisdTjEQ1TlXQ","pdf",7981672,86,"English","# Executive Summary\n## Introduction\n## The New Mexican School (NEM) Policy and Its Pedagogical Vision\n## Study Methodology & Data Summary\n## Key Findings\n## Policy Recommendations\n## Conclusion\n## References\n## Annexes","[{\"question\":\"What is the report’s main focus?\",\"answer\":\"The report investigates how culture, education ecosystem factors, and learning beliefs (Invisible Pedagogical Mindsets) affect implementation of the Nueva Escuela Mexicana reform in classrooms.\"},{\"question\":\"Where does the case study take place?\",\"answer\":\"The study looks at two public primary schools: one in Mexico City and one in Yucatán.\"},{\"question\":\"How do Invisible Pedagogical Mindsets influence NEM implementation?\",\"answer\":\"They function as both enabling and constraining forces, shaping how the reform is interpreted and carried into classroom practice.\"}]","Invisible Pedagogical Mindsets in Mexico - Aligning Active Pedagogies with Classroom Practice | PDF",1792046253,217]