Making the implicit explicit: Supporting teachers to bridge cultures   总被引：2，自引：0，他引：2  

Carrie Rothstein-Fisch  Elise TrumbullSandra Gloria Garcia 《Early childhood research quarterly》2009

In this paper, we report the results of a longitudinal action research project in which elementary teachers used a cultural framework (individualism–collectivism) to understand differences between the culture of immigrant Latino families and the culture of U.S. schools. Making explicit the culture-based beliefs implicit in home and school practices allowed teachers to think differently about their students and their own teaching, and with that change in thinking came the immediate and ongoing creation of a wide range of innovations to bridge home and school cultures. Shifting to a preschool emphasis, we discuss how the individualism–collectivism framework has been used in professional development for early childhood educators. A broad view of professional development is discussed including the role of college faculty, early childhood program administrators, teachers, and families. We suggest how such professional development might be mounted through use of methods and materials that promote explicit models of immigrant cultures to reduce home–school cultural mismatches for immigrant children.  相似文献   

EDLE: an integrated tool to foster entrepreneurial skills development in engineering education     

Elzo Alves Aranha  Paulo Henrique dos Santos  Neuza Abbud Prado Garcia 《Educational technology research and development : ETR & D》2018,66(6):1571-1599

Academic papers on entrepreneurship in engineers’ education have been growing in the last decades. However, studies on entrepreneurship in engineering have not sought to analyze how entrepreneurship education, in connection to active learning, design thinking, and Bloom’s Taxonomy, inserted in an integrated way, as a tool, might help the process of engineering students’ entrepreneurial skills development. Thus, this study has the goal to propose an integrated tool, linked to the principles of entrepreneurship education, active learning, design thinking, and Bloom’s Taxonomy, to foster engineering students’ entrepreneurial skills development. The tool, called Entrepreneurial Dynamic Learning, is operationalized and validated in a 2-year case study in a Brazilian public university. The study also produces practical implications, and five are highlighted: (1) at the level of governments and policy makers; (2) engineering scientific associations; (3) universities, coordinators, and professors of engineering undergraduate programs; (4) engineering education researchers; and (5) the Brazilian National Confederation of Industry.  相似文献   

Investigating the Impact of Using a CAD Simulation Tool on Students’ Learning of Design Thinking     

Manaz Taleyarkhan  Chandan Dasgupta  John Mendoza Garcia  Alejandra J. Magana 《Journal of Science Education and Technology》2018,27(4):334-347

Engineering design thinking is hard to teach and still harder to learn by novices primarily due to the undetermined nature of engineering problems that often results in multiple solutions. In this paper, we investigate the effect of teaching engineering design thinking to freshmen students by using a computer-aided Design (CAD) simulation software. We present a framework for characterizing different levels of engineering design thinking displayed by students who interacted with the CAD simulation software in the context of a collaborative assignment. This framework describes the presence of four levels of engineering design thinking—beginning designer, adept beginning designer, informed designer, adept informed designer. We present the characteristics associated with each of these four levels as they pertain to four engineering design strategies that students pursued in this study—understanding the design challenge, building knowledge, weighing options and making tradeoffs, and reflecting on the process. Students demonstrated significant improvements in two strategies—understanding the design challenge and building knowledge. We discuss the affordances of the CAD simulation tool along with the learning environment that potentially helped students move towards Adept informed designers while pursuing these design strategies.  相似文献   

Letter to the editor concerning the article “Bar velocities capable of optimising the muscle power in strength-power exercises” by Loturco,Pereira, Abad,Tabares, Moraes,Kobal, Kitamura & Nakamura (2017)     

Slobodan Jaric  Amador Garcia Ramos 《Journal of sports sciences》2018,36(9):994-996

Loturco and co-workers (2017) recently published data in the Journal of Sports Sciences to present the optimum loading magnitudes regarding the maximization of the “mean propulsive power” of the leg and arm muscles. Among the most important findings were that (1) the recorded power in the squat and squat jump exercises was markedly low, (2) the optimum external load that maximized the power in the same exercises was close to 100% of body weight, while (3) the ballistic bench press throw revealed smaller power than the regular bench press typically performed with relatively low level of muscle activation towards the end of the propulsive lifting phase. The findings are either counter-intuitive, or contradict the literature findings, or both, and we believe that they originate from apparent methodological flaws. The first one is neglecting the force acting against the body segments moved together with the external load that is particularly high in squat exercises. The second one is an erroneous calculation of the propulsive phase that included a part of the bar’s flight time. Both of these methodological flaws are frequent in the literature and could be associated with the improper use and calculation of variables when utilizing linear position transducers.  相似文献   

Resisting,Rejecting, and Redefining Normative Pathways to the Professoriate: Faculty of Color in Higher Education     

Jennifer M. Johnson  Ginny Boss  Chrystal George Mwangi  Gina Ann Garcia 《The Urban Review》2018,50(4):630-647

The Faculty of Color Cohort 2014 (FOCC2014) consists of 20 scholars in faculty positions across the country. Here we use the theory of transformational resistance and data from our private Facebook group webpage as a way to understand the resistance enacted by the FOCC2014 as first-year faculty members. Through critical discourse analysis, we investigate how the FOCC2014 Facebook webpage is used to encourage members to actively resist, reject, and redefine what it means to be a faculty member in higher education. Findings provide empirical evidence of the utility of social media as a space for engagement and community for faculty of color across multiple campuses where the racial/ethnic diversity of faculty is limited.  相似文献   

The misuse of race in medical diagnosis     

Garcia RS 《The Chronicle of higher education》2003,49(35):B15

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Performativity,the bakla and the orientalizing gaze     

J. Neil C. Garcia 《Inter-Asia Cultural Studies》2013,14(2):265-281

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Differences Between Attached and Detached Cadaveric Prosections on Students' Identification Ability During Practical Examinations     

Spencer Mattingly  Elizabeth Hardesty  Kevin Chovanec  Marlon E. Cobos  Jacqueline Garcia  Meghan Grizzle  Amanda Huerta  Jesse Ohtake  Daniel Romero-Alvarez  Victor H. Gonzalez 《Anatomical sciences education》2021,14(6):808-815

Cadaveric prosections are effective learning tools in anatomy education. They range from a fully dissected, sometimes plastinated, complete cadaver (in situ prosections), to a single, carefully dissected structure detached from a cadaver (ex situ prosections). While most research has focused on the advantages and disadvantages of dissection versus prosection, limited information is available on the instructional efficacy of different prosection types. This contribution explored potential differences between in situ and ex situ prosections regarding the ability of undergraduate students to identify anatomical structures. To determine if students were able to recognize the same anatomical structure on both in situ and ex situ prosections, or on either one individually, six structures were tagged on both prosection types as part of three course summative examinations. The majority of students (61%–68%) fell into one of the two categories: those that recognized or failed to recognize the same structure on both in situ and ex situ prosections. The percentage of students who recognized a selected structure on only one type of prosection was small (1.6%–31.6%), but skewed in favor of ex situ prosections (P ≤ 0.01). These results suggest that overall students' identification ability was due to knowledge differences, not the spatial or contextual challenges posed by each type of prosection. They also suggest that the relative difficulty of either prosection type depends on the nature of the anatomical structure. Thus, one type of prosection might be more appropriate for teaching some structures, and therefore the use of both types is recommended.  相似文献   

Multicultural Counselor Training Experiences: Training Effects and Perceptions of Training Among a Sample of Predominately Hispanic Students     

Ginger L. Dickson  Beverley Argus‐Calvo  Nancy Garcia Tafoya 《Counselor Education & Supervision》2010,49(4):247-265

The effectiveness of multicultural training among a sample of predominately Hispanic counseling students was examined. The results of a series of 2‐factor repeated measures analysis of variance and follow‐up paired‐samples t tests suggest that multicultural training was effective in increasing students' multicultural competencies and in improving their cognitive racial attitudes. Students' affective racial attitudes were not changed. Students' perceptions of their multicultural training suggest that students from diverse racial/ethnic backgrounds may experience multicultural training differently and unique life experiences may help explain this difference. Counselor educators may wish to use a variety of training experiences to provide multicultural training that is effective across diverse student populations.  相似文献   

Graphic design： A sustainable solution to manage the contents of teaching materials     

Garcia Izaguirre  Victor Pier  Castello Maria  Luisa Arvizu  Sanchez Eduardo 《美中教育评论》2010,(11):27-35

There is a concern that the teaching of subjects is applied not only with support from a set of technological devices, but largely in the proper use of teaching and new technologies. Taking this idea, the authors develop a research and sustainable design that result in educational materials in solid content and technological innovation, also to have the benefit of learning process of a particular subject. The project is in its stage of development of educational materials, which indicates that only the experiment is missing.  相似文献