NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1193515
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: EISSN-1940-0675
Available Date: 0000-00-00
Supportive Classrooms for Latino English Language Learners: Grit, ELL Status, and the Classroom Context
Holland Banse; Natalia Palacios
Journal of Educational Research, v111 n6 p645-656 2018
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Related Records: ED664658
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B140026
Department of Education Funded: Yes
Author Affiliations: N/A