Supportive Classrooms for Latino English Language Learners: Grit, ELL Status, and the Classroom Context

Autor/inn/en	Banse, Holland; Palacios, Natalia
Titel	Supportive Classrooms for Latino English Language Learners: Grit, ELL Status, and the Classroom Context
Quelle	In: Journal of Educational Research, 111 (2018) 6, S.645-656 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2017.1389682
Schlagwörter	Hispanic American Students; Personality Traits; Resilience (Psychology); Student Attitudes; Language Arts; Academic Achievement; Control Groups; Experimental Groups; Classroom Environment; Grade 4; Grade 5; Elementary School Students; Student Characteristics; Teacher Student Relationship; Teaching Methods; Personality Theories + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schülerverhalten; Sprachkultur; Schulleistung; Klassenklima; Unterrichtsklima; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Personality theory; Persönlichkeitstheorie
Abstract	Students' academic achievement is the result of the interplay between person-level and contextual factors (R. R: Greene, 2014; D. E. Hunt, 1975). Students perform better when classroom characteristics support their characteristics. The authors examine whether student perceptions of two classroom characteristics (care and control) fit with two Latino student characteristics (English language learner status and grit) in relation to their academic achievement. Using a sample of fourth- and fifth-grade Latino students from the Measures of Effective Teaching dataset (n = 3,272), the authors conducted a series of nested regression models with two- and three-way interactions between student characteristics and student perceptions of classroom characteristics. Findings revealed that grit is most strongly associated with Latino English language learners' English/language arts achievement when students perceived that teachers used high levels of care and control. We conclude with implications for practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01