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

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  • Author(s): Banse, Holland; Palacios, Natalia
  • Language:
    English
  • Source:
    Journal of Educational Research. 2018 111(6):645-656.
  • Publication Date:
    2018
  • Document Type:
    Journal Articles
    Reports - Research
    Tests/Questionnaires
  • Additional Information
    • Availability:
      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
    • Peer Reviewed:
      Y
    • Source:
      12
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305B140026
    • Education Level:
      Grade 4
    • Subject Terms:
      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
    • Accession Number:
      10.1080/00220671.2017.1389682
    • ISSN:
      0022-0671
    • 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.
    • Abstract:
      As Provided
    • Number of References:
      70
    • IES Funded:
      Yes
    • Publication Date:
      2018
    • Accession Number:
      EJ1193515