Hispanic Parents' Involvement and Teachers' Empowerment as Pathways to Hispanic English Learners' Academic Performance

Autor/inn/en	Rivera, Hector; Li, Jui-Teng
Titel	Hispanic Parents' Involvement and Teachers' Empowerment as Pathways to Hispanic English Learners' Academic Performance
Quelle	In: Hispanic Journal of Behavioral Sciences, 41 (2019) 2, S.214-230 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986319834931
Schlagwörter	Parent Participation; Teacher Empowerment; Academic Achievement; English Language Learners; Parent Influence; Student Attitudes; School Activities; Parent Attitudes; Teacher Attitudes; Faculty Development; Hispanic American Students; Parent Child Relationship; Parent School Relationship; Parent Teacher Cooperation; Bilingual Education; Socioeconomic Status; Elementary School Students; Middle School Students; Elementary School Teachers; Public Schools; Family Environment; Disadvantaged Youth; Texas + Suchen Sie Ihr Suchwort? Elternmitwirkung; Schulleistung; Schülerverhalten; Elternverhalten; Lehrerverhalten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Bilingual teaching; Bilingualer Unterricht; Socio-economic status; Sozioökonomischer Status; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Familienmilieu; Benachteiligter Jugendlicher
Abstract	This study examines the relationship between Hispanic English learners' learning, their parents' involvement, and their teachers' empowerment through professional knowledge. It is believed that Hispanic parents' involvement in their children's school activities is more influential to academic performance and educational attitudes than is teacher empowerment alone. A total of 339 Hispanic English learners, 339 parents, and 40 teachers participated in this study. Structural equation modelling was used. The analysis produced an empirical model with a nonsignificant value of ?2 (53.11). Due to the nonsignificant difference of the p value, the empirical model was found to be a good fit. These results revealed that Hispanic parents' involvement has a positive impact on their children's academic performance, and that teachers' empowerment has a negative impact when primarily focused on professional knowledge attainment only. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01