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ERIC Number: EJ883167
Record Type: Journal
Publication Date: 2010
Pages: 20
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1524-0754
A Comparison of Teacher-Rated Classroom Conduct, Social Skills, and Teacher-Child Relationship Quality between Preschool English Learners and Preschool English Speakers
Luchtel, Molly; Hughes, Kere; Luze, Gayle; Bruna, Katherine Richardson; Peterson, Carla
NHSA Dialog, v13 n2 p92-111 2010
This study examined the differences between preschool English learners and preschool English speakers in the areas of classroom conduct, social skills, and teacher-child relationship quality, as rated by their teachers. Data were taken from the Early Head Start Research and Evaluation Project. Students who were English learners were rated significantly more positively on classroom conduct and teacher-child relationship quality than students who were English speakers. There were no significant effects of the language(s) spoken in the classroom on teacher-rated skills. The need for further research and implications for the social interactions of English learners are discussed. (Contains 9 tables and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A