La influencia del estilo cognitivo «Dependencia-Independencia de campo» en la resolución de dos problemas de física

Resumen

Este artículo trata de la influencia que tiene, en la actuación formal de los adolescentes, el estilo cognitivo. En este caso, el estilo cognitivo estudiado es la “Dependencia-Independencia de campo”, y las pruebas formales utilizadas son dos problemas de física en los que está implicado el esquema de control de variables. Los resultados obtenidos avalan la hipótesis de que, en este tipo de tareas, son los sujetos dependientes de campo los que tienen mayores dificultades para actualizar su competencia formal debido, fundamentalmente, a la dificultad que presentan para disociar unos factores de otros, sobre todo cuando éstos se ofrecen perceptivamente muy ligados.     

DEVELOPING AN INTERDISCIPLINARY GERIATRIC CURRICULUM: THE PERILS AND PAYOFFS OF COLLABORATION

Almost all of the emphasis within interdisciplinary education in geriatrics has focused on the training of clinical teams, to the exclusion of an appreciation for the unique issues facing educational teams. This paper explores the perils and payoffs of the development and implementation of an interdisciplinary curriculum by an inter-institutional faculty team at the Rhode Island Geriatric Education Center (RIGEC). Following a discussion of the principles and concepts guiding the development of the curriculum - an interdisciplinary team approach, a goal-based focus, and continuous quality improvement - the structure and implementation of the curriculum development are described. Special attention is directed toward process and outcome evaluation issues. Lastly, recommendations related to the educational team process are suggested as guidelines for faculty developing academic teams in gerontology and geriatrics. Overall, the unique and multifaceted challenges of educational teams are highlighted and lessons learned from the RIGEC experience summarized.     

The power of ethnic studies: portraits of first-generation Latina/o students carving out un sitio and claiming una lengua

For more than 50 years, college and high school students, families, and community activists have fought for the preservation of ethnic studies. Qualitative research studies consistently have shown positive outcomes, including increased academic engagement and affirmation, for students who take ethnic studies in K-16. In this article, I argue that Latina/o students who enrolled in ethnic studies courses benefited academically and personally from culturally responsive pedagogies. The portraits presented in this article are part of a larger ethnographic study of the schooling experiences of Latina/o students. Data were collected from in-depth, semi-structured interviews, and field notes at two universities. Findings show that the students’ experiences in the courses served as sitio y lengua [a space and a language/discourse] in which they experienced:(1) intersecting sitios of home and school pedagogies; (2) (re)claimed an academic space and identity; and (3) (re)defined and (re)connected the boundaries of community space. Ultimately, this article advocates for the expansion of ethnic studies.     

Getting Comfortable with Discomfort: Preparing Counselor Trainees to Broach Racial,Ethnic, and Cultural Factors with Clients during Counseling

Counselors’ considerations of racial and cultural factors in the lives and experiences of clients enhances counseling outcomes. Acknowledgement of cultural factors enhances counselor credibility, client satisfaction, and the depth of client disclosure. This article opens with an overview of the Continuum of Broaching Behavior (Day-Vines et al. 2007), continues with a case illustration that enumerates categories along the continuum, provides empirical support for the continuum, and closes with a set of instructional strategies for counselor educators to infuse within a multicultural counseling course.     

Longitudinal study of the impact of requiring training for students with initially weak spatial skills

ABSTRACT

Three-dimensional spatial skills are a cognitive ability that have been shown to predict success in engineering. Michigan Tech has been offering a course to help students improve their 3-D spatial skills for more than two decades. In previous studies, students who failed a rotations test and enrolled in the course performed better on a number of measures when compared to those who failed the rotations test and did not enrol in the course. A valid criticism of these studies was that the two groups were self-selected. Beginning in 2009, the spatial skills course became a requirement for students who initially failed the rotations test. This paper reports on the results from a longitudinal study conducted to determine the impact of the spatial skills course when no self-selection is involved.     

An Adult “Dyslexic” Learns to Read and Write

Dyslexia is a controversial topic yet, however it is defined, there can be no denying the profound handicap of an inability to read and write, especially for adults struggling to get on in a world where literacy is central. Thus Norma Mudd's case study of Fiona as she develops her control of print is encouraging and, at times, inspiring. Norma draws some wider lessons from Fiona's experience which will be found useful by all teachers of literacy.     

Mexican-Origin Youth's Cultural Orientations and Adjustment: Changes From Early to Late Adolescence

Drawing from developmental and cultural adaptation perspectives and using a longitudinal design, this study examined: (a) mean‐level changes in Mexican‐origin adolescents’ cultural orientations and adjustment from early to late adolescence and (b) bidirectional associations between cultural orientations and adjustment using a cross‐lag panel model. Participants included 246 Mexican‐origin, predominantly immigrant families that participated in home interviews and a series of nightly phone calls when target adolescents were 12 and 18 years of age. Girls exhibited more pronounced declines in traditional gender role attitudes than did boys, and all youth declined in familism values, time spent with family, and involvement in Mexican culture. Bidirectional relations between cultural orientations and adjustment emerged, and some associations were moderated by adolescent nativity and gender.