ERIC Number: EJ1193515
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: N/A
Supportive Classrooms for Latino English Language Learners: Grit, ELL Status, and the Classroom Context
Banse, Holland; Palacios, Natalia
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B140026