Introduction     

Robert Garcia  Honorable 《Government Information Quarterly》1985,2(4):337-339

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Culturally Relevant Practices that “Serve” Students at a Hispanic Serving Institution     

Gina A. Garcia  Otgonjargal Okhidoi 《Innovative Higher Education》2015,40(4):345-357

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The nature of the university     

Marta Lenartowicz 《Higher Education》2015,69(6):947-961

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José Pedro Varela     

Marta Demarchi  Hugo Rodríguez 《Prospects》1994,24(3-4):703-718

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STEM learning research through a funds of knowledge lens     

Marta Civil 《Cultural Studies of Science Education》2016,11(1):41-59

This article examines STEM learning as a cultural process with a focus on non-dominant communities. Building on my work in funds of knowledge and mathematics education, I present three vignettes to raise some questions around connections between in-school and out-of-school mathematics. How do we define competence? How do task and environment affect engagement? What is the role of affect, language, and cognition in different settings? These vignettes serve to highlight the complexity of moving across different domains of STEM practice—everyday life, school, and STEM disciplines. Based on findings from occupational interviews I discuss characteristics of learning and engaging in everyday practices and propose several areas for further research, including the nature of everyday STEM practices, valorization of knowledge, language choice, and different forms of engagement.  相似文献   

Low-achieving (learning disabled) pupils in year 2 of the primary school in Hungary     

Marta Zsoldos 《欧洲特需教育杂志》2013,28(2):243-250

We selected 60 low-achieving children from a sample of 263 pupils in Year 2 of the primary school in order to analyse the problems of learning disabilities. We explored two questions: whether teachers evaluate the pupils' school performances correctly; and what kind of relationship exists between the low-achieving pupils' cognitive abilities and their school performance. Methods used were questionnaires, pedagogical tests and traditional psychological tests. We obtained the following results: the teachers generally evaluate the pupils' school performance fairly well, but they are inclined to assume a close correlation between the achievements in different subjects, and the teachers' knowledge of the low-achieving children is more reliable regarding the group of pupils as a whole rather than each pupil individually; and the low-achieving pupils' cognitive learning abilities prove to be significantly weaker than their general intellectual abilities.  相似文献   

Multiculturalism: An "as if" phenomenon     

Ana Maria Garcia 《International journal of qualitative studies in education》2013,26(3):299-310

Multiculturalism has come to have multiple meanings depending on the context and voice it is given. In higher education it has become a symbol for particular notions about minority and majority groups, and their places in the institution. While multicultural affairs and concerns at academic institutions appear to be genuinely supported and give the impression of commitment, they are, on closer inspection, a superficial and reactionary response to environmental pressures. Multicultural initiatives are not integrated into the very heart of the institution, but, rather, relegated to a cursory importance that, while genuinely intended, maintains the status quo. This paper attempts to closely examine the process of multiculturalism in small liberal arts colleges from the perspective of a minority faculty and administrator. That is, from a simultaneous position of subject and object.  相似文献   

What are Emergent Democratic Societies Doing to Democracy?     

Lagos  Marta 《Int. Journal of Public Opinion Research》2007,19(1):122-126

New evidence from the largest democracy in the world, India,and her four neighboring countries in South Asia has come tocomplete a picture that is difficult to ignore. Today we gather,in the Globalbarometer, public opinion data from 46 emergentdemocracies. The query posed by the new South Asian Barometeris not what democracy is doing to these societies, but whatthese societies are doing to democracy. Comparing results for Africa, Latin America, East Asia, andSouth Asia renders a map of a reduced understanding of democracy.It appears that the more democracy spreads, the more simplethe conception of democracy in people's minds gets. It seemswith few exceptions in the countries surveyed that democracyto the people means above all freedom, whereas the institutionaland procedural dimension of the concept is not so salient  相似文献   

Intentional thought dynamics during exercise performed until volitional exhaustion     

Natàlia Balagué  Robert Hristovski  Sergi Garcia  Daniel Aragonés  Selen Razon  Gershon Tenenbaum 《Journal of sports sciences》2015,33(1):48-57

Using a non-linear approach, intentional dynamics of thoughts were examined during constant cycling performed until volitional exhaustion. Participants (n = 12) completed two sessions at 80% W_max. Their (1) intrinsic thought dynamics (i.e., no-imposed thoughts condition) and (2) intentional thought dynamics (i.e., imposed task-unrelated thoughts condition; TUT) were recorded and then classified into four categories: internal and external TUT (TUT-I, TUT-E) and external and internal task-related thoughts (TRT-E, TRT-I). The probability estimates for maintaining each thought category stable, the rate of switching from one category to another, and the entropy dynamics along the testing procedure were assessed and compared through time phase. Friedman ANOVA tests revealed a significant effect of effort increase on thought contents only in the imposed TUT test. While TUT-I probabilities decreased significantly (P < .001) as effort increased, TRT-I probabilities increased (P < .05). Moreover, the entropy to the entire thought dynamics increased at the outset of task performance and decreased upon approaching volitional exhaustion (P < .001). As time spent in constant effort increased, and volitional exhaustion approached, task relatedness (TUT, TRT), direction (internal, external), and entropy of thought contents changed unintentionally providing further evidence for a nonlinear dynamics of attention focus.  相似文献   

Editorial: Continuity and Change in Child Development          下载免费PDF全文

Cynthia Garcia Coll 《Child development》2015,86(1):7-9

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