School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners

Autor/inn/en	Niehaus, Kate; Adelson, Jill L.
Titel	School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners
Quelle	In: American Educational Research Journal, 51 (2014) 4, S.810-844 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831214531323
Schlagwörter	Parent Participation; English Language Learners; Social Development; Emotional Development; Correlation; Longitudinal Studies; Structural Equation Models; Academic Achievement; Student Personnel Services; Self Concept; Well Being; Family Programs; Academic Support Services; Student Needs; Interviews; Surveys; Early Childhood Longitudinal Survey; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Elternmitwirkung; Soziale Entwicklung; Gefühlsbildung; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Selbstkonzept; Well-being; Wellness; Wohlbefinden; Family program; Familienprogramm; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung
Abstract	This study examined the relationships among school support, parental school involvement, and academic and social-emotional outcomes for children who are English language learners (ELLs). The sample included 1,020 third-grade ELLs who participated in the Early Childhood Longitudinal Study (ECLS-K). Results from structural equation modeling showed that higher levels of school support predicted more parental involvement, more parental involvement predicted fewer social-emotional concerns for ELL children, and fewer social-emotional problems were linked to higher achievement scores. Contrary to expectations, results showed that ELL students had lower achievement and more social-emotional concerns when they attended schools that provided more support services. The authors discuss possible explanations for these findings as well as directions for future research and implications for policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10