Teacher Collaboration and Latinos/as' Mathematics Achievement Trajectories

Autor/inn/en	Bottia, Martha Cecilia; Moller, Stephanie; Mickelson, Roslyn Arlin; Stearns, Elizabeth; Valentino, Lauren
Titel	Teacher Collaboration and Latinos/as' Mathematics Achievement Trajectories
Quelle	In: American Journal of Education, 122 (2016) 4, S.505-535 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/687274
Schlagwörter	Teacher Collaboration; Mathematics Achievement; Low Achievement; Hispanic American Students; Children; Longitudinal Studies; Surveys; Age Differences; Correlation; Language Usage; English (Second Language); Achievement Gains; Kindergarten; Elementary Education; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Lehrerkooperation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Age; Difference; Age difference; Altersunterschied; Korrelation; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Achievement gain; Leistungssteigerung; Elementarunterricht
Abstract	Latino/a students' low mathematics achievement is a pressing issue given their increasing numbers in the United States. This study explores the relationship between teacher collaboration and Latino students' math achievement, taking into account the great diversity of Latinos/as in America. Using multilevel growth models, we analyze Early Childhood Longitudinal Survey-K data from approximately 1,900 Latino/a students and find that teacher collaboration has, on average, a nonsignificant effect on the mathematics achievement growth of all Latino/a students between kindergarten and fifth grade. However, when analyzed separately, teacher collaboration is shown to have a positive relationship with the math academic trajectories of Latino immigrant students, while having a negative association with the math trajectories of Latino/a students who do not speak English at home. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu/ucp/journals/journal/aje.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01