Section Links

• Research Biography
• Degrees
• Key Professional Appointments
• Activities & Honors
• Grants
• Selected Publications

Research Biography

Degrees

• Ph.D., Education, University of Illinois at Urbana-Champaign, 1988
• M.S., Education, State University of New York, Cortland, 1977
• A.B., Sociology, Occidental College, Los Angeles, 1968

Key Professional Appointments

• Professor, Curriculum & Instruction, University of Illinois at Urbana-Champaign, 2001--
• Faculty Affiliate, Latina/o Studies, University of Illinois at Urbana-Champaign, 1997--
• Zero-time appointment, Educational Policy Studies, University of Illinois at Urbana-Champaign, 1993--
• Associate Professor, Curriculum & Instruction, University of Illinois at Urbana-Champaign, 1995-2001
• Assistant Professor, Curriculum & Instruction, University of Illinois at Urbana-Champaign, 1989-1995
• Senior Research Scientist, Center for the Study of Reading, University of Illinois at Urbana-Champaign, 1988-1994

Activities & Honors

• Associate Editor, AERJ-TLHD section, AERJ-TLHD section, American Educational Research Association, 2010-2012
• Outstanding Graduate Teaching Award, College of Education, 2010
• University Scholar, University of Illinois at Urbana-Champaign, 2003-2006
• Member, National Literacy Panel on language minority students, Institute of Education Sciences, 2002-2004
• Campus Award for Excellence in Graduate and Professional Teaching, Honorable Mention, University of Illinois at Urbana-Champaign, 2000
• Member, Reading Study Group on Skillful Reading, RAND, 2000
• Elected Member, Board of Directors, National Reading Conference, 1998-2000
• Distinguished Scholar Award, College of Education, 1997

Grants

• Principal Investigator, A Comprehensive Approach to Improve the Preparation of University Faculty, Pre-service and In-service Teachers to Effectively Teach Limited English Proficient Students, U.S. Department of Education, 2007
• Principal Investigator, Instruction of Reading Comprehension: Cognitive Strategies or Cognitive Engagement, Institute of Education Sciences, 2003
• Co-Principal Investigator, Teachers for the 21st Century: Recruiting, Mentoring & Placing Culturally Diverse Teachers, U.S. Department of Education, 1996

Selected Publications

• García, G. E., Pearson, P. D., Taylor, B. T., Bauer, E. B., & Stahl, K. A. D. (2011). Socio-constructivist and political views on teachers’ implementation of two types of reading comprehension approaches in low-income schools. Theory into Practice, 50(2), 149-156.
• Camlibel, Z. & Garcia, G. E. (2012). Zehra's story: Becoming biliterate in Turkish and English. In E. B. Bauer & M. Gort (Eds.) Early biliteracy development: Exploring young learners' use of their linguistic resources. NY: Routledge. pp. 111-131.
• Bezdicek, J., & García, G. E. (forthcoming, Spring 2012). Working with preschool English language learners: A sociocultural approach. In B. Boon & H-K Hoekim (Eds.), Teachers’ roles in second language learning: Classroom applications of sociocultural theory. Charlotte, NC: Information Age Publishing. 25 pp.
• Garcia, G. E. & Bauer, E. B. (2009). Assessing student progress in the time of No Child Left Behind. In L. Mandel Morrow, R. Rueda, & D. Lapp (Eds.) Handbook of research on literacy and diversity (pp. 233-253). NY: Guilford Publications.
• García, G. E., McKoon, G., & August, D. (2008). Language and literacy assessment. In D. August & T. Shanahan (Eds.), Developing reading and writing in second language learners: Lessons from the report of the National Literacy Panel on language minority Children and youth (pp. 251-274). NY: Routledge, Center for Applied Linguistics, and the International Reading Association.