Layers of Influence: Exploring Institutional- and State-Level Effects on College Student Views Toward Access to Public Education for Undocumented Immigrants     

Juan C. Garibay  Felisha A. Herrera  Marc P. Johnston-Guerrero  Gina A. Garcia 《Research in higher education》2016,57(5):601-629

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Systematic Evaluation of Professional Performance: Legally Supported Procedure and Process     

Stella Beatriz Kerl  John L. Garcia  C. Sue McCullough  Melissa Elaine Maxwell 《Counselor Education & Supervision》2002,41(4):321-332

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Effect of taste preexposure on taste and odor aversions     

Mark D. Holder  Matthew Leon  Raz Yirmiya  John Garcia 《Learning & behavior》1987,15(1):55-61

Thirsty Sprague-Dawley rats drank flavored water in a wind tunnel prior to lithium-induced toxicosis. Flavors were presented for 5 min; 30 min later a toxin, lithium chloride, was injected. After the rats had recovered, subsequent aversions to the taste and the odor were assessed separately. In Experiment 1, extensive preexposure to the taste component of the flavor attenuated neophobia to the flavor and the subsequent taste aversion. However, the subsequent odor aversion was unaffected. Experiment 2 partially replicated the results of Experiment 1 and showed that, in a situation in which only taste-potentiated odor aversions are usually found, nonpotentiated aversions were evident. Experiment 3 found that, in addition to attenuating taste aversions, taste preexposure enhances the capacity of rats to learn nonpotentiated odor aversions. The results are interpreted with a neural-based model of conditioned flavor aversions.  相似文献   

Trapped between justified anger and being the strong Black woman: Black college women coping with racial battle fatigue at historically and predominantly White institutions     

Nicola A. Corbin  William A. Smith  J. Roberto Garcia 《International journal of qualitative studies in education》2018,31(7):626-643

Using the unique form of a composite counterstory culled from the experiences of 13 Black women at historically and predominantly White colleges and universities in a Western U.S. state, this paper explores the psychological tensions and silencing Black college women face as they navigate social constructions of their selfhood under a White gaze. This study centers these Black women’s voices through a tradition of storytelling and examines the ways they try to carve their own place by often engaging liberating, yet repressive, historically constructed STRONGBLACKWOMAN imagery to counteract equally silencing Angry Black Woman imagery. The historically and predominantly White institutional spaces within which these women study, live, and play exacerbate this tension, propelling them to model and rely upon stereotypically ‘positive’ representations of Black womanhood to deal with the pain of microaggressions. Altogether, these factors create instances of enhanced racial battle fatigue.  相似文献   

Celebrating Book Culture: The Aims and Outcomes of UNESCOs World Book and Copyright Day in Europe     

Carlota Larrea  Alexis Weedon 《Publishing Research Quarterly》2007,23(3):224-234

World Book and Copyright Day was established by a resolution of the 28th General Council of UNESCO in 1995. Its avowed aim was ‘to pay a world-wide tribute to books and authors on this date, encouraging everyone, and in particular young people, to discover the pleasure of reading and gain a renewed respect for the irreplaceable contributions of those who have furthered the social and cultural progress of humanity.’ This article examines the context for World Book and Copyright Day, the extent to which cultural and commercial interests have converged in the activities of the day and argues that an analysis of the activities of the day reveal a specifically European attitude to book culture.

Alexis WeedonEmail:

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跟着图画学英语     

Garcia  Asher 《英语沙龙》2011,(2)

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The Role of Campus Support,Undocumented Identity,and Deferred Action for Childhood Arrivals on Civic Engagement for Latinx Undocumented Undergraduates     

Dalal Katsiaficas  Vanessa Volpe  Syeda S. Raza  Yuliana Garcia 《Child development》2019,90(3):790-807

This study examined civic engagement in a sample of 790 undocumented Latinx undergraduates (aged 18–30). The relations between social supports (campus safe spaces and peer support) and civic engagement and whether a strong sense of undocumented identity mediated this relation were examined. Competing statistical models examined the role of participants' status (whether or not they received temporary protection from deportation with Deferred Action for Childhood Arrivals [DACA]) in this mediational process. Results revealed that having a strong identification with being undocumented mediated the role of social supports on civic engagement in the overall sample, and that this process was specifically important for those with DACA status. The intersection of policies such as DACA and the lived experiences of Latinx undocumented college students are discussed.  相似文献   

LONGITUDINAL PREDICTION OF 1ST AND 2ND GRADE ENGLISH ORAL READING FLUENCY IN ENGLISH LANGUAGE LEARNERS: WHICH EARLY READING AND LANGUAGE SKILLS ARE BETTER PREDICTORS?     

Emily J. Solari  Terese C. Aceves  Ignacio Higareda  Cara Richards‐Tutor  Alexis L. Filippini  Michael M. Gerber  Jill Leafstedt 《Psychology in the schools》2014,51(2):126-142

This study investigates the relation between Spanish and English early literacy skills in kindergarten and first grade, and English oral reading fluency at the end of first and second grade in a sample of 150 Spanish‐speaking English language learners. Students were assessed in kindergarten, first, and second grades on a broad bilingual academic battery that included phonological awareness, letter knowledge, vocabulary, word reading, and oral reading fluency. These measures were analyzed using hierarchal multiple regression to determine which early reading skills predicted English oral reading fluency scores at the end of first and second grade. Predictive relationships were different between English and Spanish measures of early literacy and end of year first grade and second grade English oral reading fluency. This study has important implications for early identification of risk for Spanish‐speaking English language learners as it addresses the input of both Spanish and English early reading skills and the relation between those skills and English oral reading fluency.  相似文献   

Turnaround Policy and Practice: A Case Study of Turning Around a Failing School with English-Language-Learners   总被引：1，自引：0，他引：1  

Augustina Reyes  Andres Garcia 《The Urban Review》2014,46(3):349-371

In an era of school reform and high stakes accountability, the major challenge in education is to turnaround the nation’s lowest-performing schools. National policy provides abundant resources with often restrictive prerequisites. Research indicates that quality principals and teachers are the most important factors for turning around the lowest performing schools; however there is little research in how to turnaround failing schools with high enrollments of students in poverty, who are English-Language Learners, and who are Hispanic. The purpose of this study is to understand how demography, policy and practices affect the educational edge of students in poverty, who are English-Language Learners, and who are Hispanic. How do the practices of a school leader who is professionally/culturally/linguistically responsive affect turnaround for a failing schools? How does the personal and professional background of a Latino principal affect student performance in a failing school? This research conducted a qualitative case study to include principal interviews, principal observations, teacher interviews, and the use of state and school archival data. Analyses included organizing data into data themes and triangulating data themes, using principal background, principal professional/cultural beliefs and practices, school context, teacher data, and archival data. Conclusions confirm the need to conduct research to document and define the performances for professionally/culturally/linguistically responsive principal models and their effect on student performance in historically failing schools. In addition, policymakers need to consider the organizational contexts of professional/culturally/linguistically responsive leadership and teaching models as turnaround school models.  相似文献   

Increasing Educational Attainment and Aspiration in an Underserved Community: The Perspective of Urban-Community Leaders     

Dawn Person  Yvonne Garcia  Eugene Fujimoto  Kayla Nguyen  Katherine Saunders  John Hoffman 《The Urban Review》2014,46(3):493-506

Latino students are significantly underrepresented in higher education. As the largest and fastest growing racial/ethnic population in the US, this is cause for national concern. Additionally, this rapid population growth is a call for community and school leaders from underserved communities to assess their service areas and focus on interventions to increase the college-going rates of youth. Maywood is a city located in Southeast Los Angeles. Like many other urban areas, Maywood’s largely Latino population is underrepresented in higher education. This research focused on interviewing Maywood’s community and school leaders (n = 24) to gain insight into their perceptions of their role and responsibility to address issues surrounding their community’s low levels of educational attainment. A key theme emerged revealing that leaders understand their community’s educational issues but do not see their role as leaders to directly address this issue to build a college-going culture. Implications for practice in strengthening community partnerships and developing a college-going culture are provided and a series of recommendations for the creation of a college-going culture are discussed.  相似文献