English language learners' and non-English language learners' perceptions of the classroom environment

Psychology in the Schools

Volumn 46, Issue 6, 2009, Pages 568-577

  LeClair, Courtney ^a   Doll, Beth ^a   Osborn, Allison ^a   Jones, Kristin ^a  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 68049120295     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20398     Document Type: Article

References (48)

1. Artiles, A. J., & Trent, S. C. (2000). Representation of culturally/linguistically diverse students. In C. R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of special education, Vol. 1 (2nd ed., pp. 513-517). New York: John Wiley and Sons.
2. Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95, 570-588.
3. Carroll, J. (1963). A model of school learning. Teachers College Record, 64, 723-733.
4. Chiappe, P., Siegel, L. S., & Wade-woolley, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6, 369-400.
5. Coutinho, M., & Oswald, D. (2004). Disproportionate representation of culturally and linguistically diverse students in special education: Measuring the problem. NCCRESt Practitioner Brief Series. Retrieved July 29, 2008, from http://www.nccrest.org/
6. CTB/McGraw-Hill. (2008). Language assessment skills links K-12 assessments. Monterey, CA: CTB/McGraw-Hill.
7. Deci, E. L., Nezlek, J., & Sheinman, L. (1981). Characteristics of the rewarder and intrinsic motivation of the rewardee. Journal of Personality & Social Psychology, 40, 1-10.
8. Doherty, R. W., & Hilberg, R. S. (2007). Standards for effective pedagogy, classroom organization, English proficiency, and student achievement. The Journal of Educational Research, 101, 24-34.
9. Doll, B., Kurien, S., LeClair, C., Spies, R., Champion, A., & Osborn, A. (2009). The Class Maps Survey: A framework for promoting positive classroom environments. In R. Gilman, S. Huebner, & M. Furlong (Eds.), Handbook of positive psychology in the schools (pp. 213-227). New York: Routledge.
10. Doll, B., LeClair, C., & Kurien, S. (2009). Effective classrooms: Classroom learning environments that foster school success. In T. Gutkin & C. Reynolds (Eds.), The handbook of school psychology (pp. 791-807). Hoboken, NJ: John Wiley & Sons, Inc.
11. Doll, B., Zucker, S., & Brehm, K. (2004). Resilient classrooms: Creating healthy environments for learning. New York: Guilford Press.
12. Ediger, A. (2000). Teaching children literacy skills in a second language. In M. Celce Murcia (Ed.), Teaching English as a second or foreign language (pp. 153-169). Boston: Heinle & Heinle.
13. Fletcher, J., Coulter, D., Reschly, D., & Vaughn, S. (2004). Alternative approaches to the definitions and identification of learning disabilities: Some questions and answers. Annals of Dyslexia, 54, 304-332.
14. Fletcher, T. V., Bos, C. S., & Johnson, L. M. (1999). Accommodating English language learners with language and learning disabilities in bilingual education classrooms. Learning Disabilities Research & Practice, 14, 80-91.
15. Furrer, C., & Skinner, E. A. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
16. Gillanders, C. (2007). An English-speaking prekindergarten teacher for young Latino children: Implications of the teacherchild relationship on second language learning. Early Childhood Education Journal, 35, 47-54.
17. Glaser, R. (1982). Instructional psychology: Past, present, and future. American Psychologist, 37, 292-305.
18. Graves, A. W., Gersten, R., & Haager, D. (2004). Literacy instruction in multiple-language first-grade classrooms: Linking student outcomes to observed instructional practice. Learning Disabilities Research and Practice, 19, 262-272.
19. Gunn, B., Biglan, A., Smolkowski, K., & Ary, D. (2000). The efficacy of supplemental instruction in decoding skills for Hispanic and non-Hispanic students in early elementary school. The Journal of Special Education, 34, 90-103.
20. Hamre, B., & Pianta, R. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at-risk for school failure? Child Development, 76, 949-967.
21. Haynes, N. M., Emmons, C. L., & Ben-Avie, M. (1997). School climate as a factor in student adjustment and achievement. The Journal of Educational and Psychological Consultation, 8, 321-329.
22. Isakson, K., & Jarvis, P. (1999). The adjustment of adolescence during the transition to high school: A short term longitudinal study. Journal of Youth and Adolescence, 28, 1-26.
23. Kindler, A. L. (2002). Survey of the states' LEP students and available educational programs and services: 2000-2001 Summary report. Washington, DC: Office of English.
24. Linan-thompson, S., Vaughn, S., Hickman-davis, P., & Kouzekanani, K. (2003). Effectiveness of supplemental reading instruction for second-grade English language learners with reading difficulties. The Elementary School Journal, 103, 221-238.
25. Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradovic, J., Riley, J. R., et al. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41, 733-746.
26. Mathes, P. G., Pollard-Durodola, S. D., Cárdenas-Hagan, E., Linan-Thompson, S., & Vaughn, S. (2007). Teaching struggling readers who are native Spanish speakers: What do we know? Language, Speech, and Hearing Services in Schools, 38, 260-271.
27. McCardle, P., Mele-McCarthy, J., Cutting, L., Leos, K, & D'Emilio, T. (2005). Learning disabilities in English language learners: Identifying the issues. Learning Disabilities Research & Practice, 20, 1-5.
28. Morrison, G. M., Cosden, M. A., O'Farrell, S. L., & Campos, E. (2003). Changes in Latino students' perceptions of school belonging over time: Impact of language proficiency, self-perceptions and teacher evaluations. The California School Psychologist, 8, 87-98.
29. National Assessment of Educational Progress. (2007). The nation's report card. Retrieved on March 24, 2008, from http://nationsreportcard.gov/reading 2007/
30. National Center for Education Statistics. (2006). Characteristics of the 100 largest public elementary and secondary school districts in the United States: 2003-2004. Washington, DC: U.S. Department of Education.
31. Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. M. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 11-39). NewYork: Teachers College Press.
32. Nickolite, A., & Doll, B. (2008). Resilience applied in school: Strengthening classroom environments for learning. Canadian Journal of School Psychology, 23, 94-113.
33. Paul, K. (2005). SchoolMaps: A reliability and validity study for a secondary education school climate instrument. Unpublished doctoral dissertation, University of Nebraska Lincoln.
34. Reeve, J. (2002). Self-determination theory applied to educational settings. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination theory (pp. 193-203). Suffolk, University of Rochester Press.
35. Rutter, M., & Maughan, B. (2002). School effectiveness findings, 1979-2002. Journal of School Psychology, 40, 451-475.
36. Rutter, M., Maughan, B., Mortimore, P., Ouston, J., & Smith, A. (1979). Fifteen thousand hours: Secondary schools and their effects on children. Cambridge, MA: Harvard University Press.
37. Shernoff, D. J., & Hoogstra, L. (2001). Continuing motivation beyond the high school classroom. New Directions in Child and Adolescent Development, 93, 73-87.
38. Stanovich, K. (1986). Mathew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
39. Szpara, M. Y., & Ahmad, I. (2007). Supporting English-language learners in a social studies class: Results from a study of high school teachers. The Social Studies, 98, 189-195.
40. U.S. Department of Commerce. (2004). Language use and English speaking ability: 2000. Retrieved on March 25, 2008, from http://www.census.gov/prod/2003pubs/c2kbr-29.pdf
41. U.S. Department of Education, National Center for Education Statistics. (2004). National Assessment of Educational Progress: The Nation's Report Card, Reading 2003 Major Results. Retrieved on March 25, 2008, from http://nces.ed.gov/nationsreportcard/reading/results2003/
42. Vaughn, S., Mathes, P., Linan-thompson, S., Cirino, P., Carlson, C., Pollard-Durodola, S., et al. (2006). Effectiveness of an English intervention for first-grade English language learners at risk for reading problems. The Elementary School Journal, 107, 153-180.
43. Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis of review literature. Journal of Educational Research, 84, 30-43.
44. Wang, M. C., & Walberg, H. J. (1985). Adapting instruction to individual differences. Berkeley, CA: McCutchan.
45. Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-209.
46. Williams, C. O., Ballard,W. S., Tighe, P. L., Dalton, E. F., & Amori, B. A. (2004). IDEA oral language proficiency test. Brea, CA: Ballard & Tighe.
47. Zehler, A. M., & Fleischman, H. L. (2003). The Descriptive Study of Services to LEP Students and LEP Students with Disabilities. Office of English Language Acquisition, Language Enhancement, and Academic Achievement for LEP Students. Arlington, VA: Development Associates, Inc.
48. Zimmer-Gembeck, M. J., Chipuer, H. M., Hanisch, M., Creed, P. A., & Mcgregor, L. (2006). Relationships at school and stage-environment fit as resources for adolescent engagement and achievement. Journal of Adolescence, 29, 911-933.