Ethnicity and English proficiency: Teacher perceptions of academic and interpersonal competence in European American and Latino students

School Psychology Review

Volumn 37, Issue 1, 2008, Pages 38-45

  Edl, Heather M ^a   Jones, Martin H ^b   Estell, David B ^a,c  

^a INDIANA UNIVERSITY   (United States)

^b UNIVERSITY OF MEMPHIS   (United States)

^c Wright Education Building ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 42549103095     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (17)

1. Cairns, R. B., & Cairns, B. D. (1994). Lifelines and risks: Pathways of youth in our time. Cambridge, England: Cambridge University Press.
2. Cairns, R. B., Leung, M.-C., Gest, S. D., & Cairns, B. D. (1995). A brief method for assessing social development: Structure, reliability, stability, and developmental validity of the Interpersonal Competence Scale. Behavioral Research and Therapy, 33, 725-736.
3. Espinosa, L. M., & Laffey, J. M. (2003). Urban primary teacher perceptions of children with challenging behaviors. Journal of Children & Poverty, 9, 135-156.
4. Estell, D. B., Farmer, T. W., Cairns, R. B., & Cairns, B. D. (2002). Social relations and academic achievement in inner-city early elementary classrooms. International Journal of Behavioral Development, 26, 518-528.
5. Estell, D. B., Farmer, T. W., Pearl, R., Van Acker, R., & Rodkin, P. C. (in press). Social status and aggressive and disruptive behavior in girls: Individual, group, and classroom influences. Journal of School Psychology.
6. Hernandez, M., & Nesman, T. M. (2004). Issues and strategies for studying Latino student dropout at the local level. Journal of Child and Family Studies, 13, 453-468.
7. Illinois State Board of Education. (2003). Illinois bilingual education programs: 2003 annual report. Retrieved July 18, 2006, from http://www.isbe.state.il.us/ research/pdfs/2003_ bilingual_annual.pdf
8. Jimerson, S. R. (2001). Meta-analysis of grade retention research: Implications for practice in the 21st century. School Psychology Review, 30, 420-437.
9. Lane, K. L., Pierson, M. R., & Givner, C. C. (2004). Secondary teachers' views on social competence: Skills essential for success. Journal of Special Education, 38, 174-186.
10. Mpofu, E., Thomas, K. R., & Chan, F. (2004). Social competence in Zimbabwean multicultural schools: Effects of ethnic and gender differences. International Journal of Psychology, 39, 169-178.
11. National Association of School Psychologists. (2003). Position statement on student grade retention and social promotion. Retrieved on June 1, 2006, from http://www .nasponline.org/information/pospaper_graderetent.html
12. National Center for Education Statistics. (2003). Status and trends in the education of Hispanics (NCES 2003-08). Washington, DC: U. S. Department of Education.
13. Olson, S., & Wilczenski, F. (1995). Multicultural issues in education relevant to school psychological practices. School Psychology International, 16, 323-334.
14. Serpell, R., & Boykin, A. W. (1994). Cultural dimensions of cognition: A multiplex, dynamic system of constraints and possibilities. In R. J. Sternberg (Ed.), Thinking and problem solving (pp. 369-408). New York: Academic Press.
15. Smith, A. E., Jussim, L., Eccles, J., VanNoy, M., Madon, S., & Palumbo, P. (1998). Self-fulfilling prophecies, perceptual biases, and accuracy at the individual and group levels. Journal of Experimental Social Psychology, 34, 530-561.
16. Tatum, B. D. (1997). "Why are all the black kids sitting together in the cafeteria?" and other conversations about race. New York: Basic Books.
17. Wentzel, K. R. (1991). Relations between social competence and academic achievement in early adolescence. Child Development, 62, 1066-1078.