A comparison of teacher-rated classroom conduct, social skills, and teacher-child relationship quality between preschool English learners and preschool English speakers

NHSA Dialog

Volumn 13, Issue 2, 2010, Pages 92-111

  Luchtel, Molly ^a   Hughes, Kere ^a   Luze, Gayle ^a   Bruna, Katherine Richardson ^a   Peterson, Carla ^a  

^a IOWA STATE UNIVERSITY   (United States)

Author keywords

Behavior problems; ESL; Ethnic minorities; Language speech

Indexed keywords

EID: 79960500583     PISSN: 15240754     EISSN: 19309325     Source Type: Journal    
DOI: 10.1080/15240751003737877     Document Type: Article

References (46)

1. Achenbach, T. M., Edelbrock, G., & Howell, C. (1987). Empirically based assessment of the behavioral/emotional problems of 2-3 year old children. Journal of Abnormal Child Psychology, 15, 629-650.
2. Administration for Children and Families. (2000a). Self-regulation/social-emotional development instruments, Behavior Problems Scale (Teacher report). Washington, DC: U.S. Department of Health and Human Services.
3. Administration for Children and Families. (2000b). Self-regulation/social-emotional development instruments, Cooperative Classroom Behavior (Teacher report). Washington, DC: U.S. Department of Health and Human Services.
4. Administration for Children and Families. (2000c). Student Teacher Relationship Scale (STRS). Washington, DC: U.S. Department of Health and Human Services.
5. Administration for Children and Families. (2002). Making a difference in the lives of infants and their families: The impacts of Early Head Start. Volume I: Final technical report. Washington, DC: U.S. Department of Health and Human Services.
6. Administration for Children and Families. (2003). Overall findings and implications for programs from the Early Head Start Research and Evaluation Project, long version: PowerPoint presentation. Washington, DC: U.S. Department of Health and Human Services.
7. Administration for Children and Families. (2005). Early Head Start longitudinal study teacher questionnaire about child behavior. Washington, DC: U.S. Department of Health and Human Services.
8. Administration for Children and Families. (2006).Head Start performance measures center Family and Child Experiences Survey (FACES 2000): Technical report. Washington, DC: U.S. Department of Health and Human Services.
9. Alexander, K. L., & Entwisle, D. R. (1988). Achievement in the first two years of school: Patterns and processes. Monographs of the Society for Research in Child Development, 53(2), Serial No. 218.
10. Barrera, I., & Corso, R. M. (2002). Cultural competency as skilled dialogue. Topics in Early Childhood Special Education, 22, 103-113.
11. Blankemeyer, M., Flannery, D. J., & Vazsonyi, A. T. (2002). The role of aggression and social competence in children's perceptions of the child-teacher relationship. Psychology in the Schools, 39, 293-304.
12. Cardona, P. G., Nicholson, B. C., & Fox, R. A. (2000). Parenting among Hispanic and Anglo-American mothers with young children. Journal of Social Psychology, 140, 357-365.
13. Chang, F., Crawford, G., Early, D., Bryant, D., Howes, C., Burchinal, M., et al. (2007). Spanish-speaking children's social and language development in pre-kindergarten classrooms. Early Education and Development, 18, 243-269.
14. Crosnoe, R. (2005). Double disadvantage or signs of resilience? The elementary school contexts of children from Mexican immigrant families. American Educational Research Journal, 42, 269-303.
15. Cryer, D., Harms, T., & Riley, C. (2003). All about the ECERS-R. Lewisville, NC: Pact House Publishing.
16. Dawson, B. A., & Williams, S. A. (2008). The impact of language status as an acculturative stressor on internalizing and externalizing behaviors among Latino/a children: a longitudinal analysis from school entry through third grade. Journal of Youth Adolescence, 37, 399-411.
17. Dinh, K. T., Roosa, M. W., Tein, J., & Lopez, V. A. (2002). The relationship between acculturation and problem behavior proneness in a Hispanic youth sample: A longitudinal mediation model. Journal of Abnormal Child Psychology, 30, 295-309.
18. Doctoroff, G. L., Greer, J. A., & Arnold, D. H. (2006). The relationship between social behavior and emergent literacy among preschool boys and girls. Applied Development Psychology, 27, 1-13.
19. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test-Third edition. Circle Pines, MN: American Guidance Service.
20. Dunn, L.M., Padilla, E.R., Lugo, D. E., & Dunn, L.M.(1986).Examiner's manual for the Test de Vocabulario en Imagenes Peabody: Adaptacion Hispanoamericana [Peabody Picture Vocabulary Test: Hispanic-American adaptation]. Circle Pines, MN: American Guidance Service.
21. Elliot, S. N., Gresham, F. M., Freeman, T., & McCloskey, G. (1988). Teacher and observer ratings of children's social skills: Validation of the social skill rating scales. Journal of Psychoeducational Assessment, 6, 152-161.
22. Espinosa, L. M. (2008). Early literacy for English language learners. In A. DeBruin-Parecki (Ed.), Effective early literacy practice (pp. 71-86). Baltimore: Paul H. Brookes.
23. Gray, T., & Fleischman, S. (2004-2005). Successful strategies for English language learners. Educational Leadership, 62(4), 84-85.
24. Harms, T., Clifford, R. M., & Cryer, D. (2005). Early Childhood Environment Rating Scale-Revised edition. New York: Teachers College Press.
25. Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., et al. (2008). Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs. Early Childhood Research Quarterly, 23, 27-50.
26. Hughes, J. N., Gleason, K. A., & Zhang, D. (2005). Relationship influences on teachers' perceptions of academic competence in academically at-risk minority and majority first grade students. Journal of School Psychology, 43, 303-320.
27. Kao, G., & Thompson, J. S. (2003). Racial and ethnic stratification in educational achievement and attainment. Annual Review of Sociology, 29, 417-442.
28. Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., et al. (2008). Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. ChildDevelopment, 79, 732-749.
29. McCabe, P.C., & Meller, P.J. (2004). The relationship between language and social competence how language impairment affects social growth. Psychology in the Schools, 41, 313-321.
30. Murray, C., Waas, G. A., & Murray, K. M. (2008). Child race and gender as moderators of the association between teacher-child relationships and school adjustment. Psychology in the Schools, 45, 562-578.
31. National Center for Education Statistics. (2002). The condition of education 2002. Washington, DC: U.S. Government Printing Office.
32. National Task Force on Early Childhood Education for Hispanics. (2007). Expanding and improving early education for Hispanics. Retrieved September 27, 2008, from www.ecehispanic.org/work/expand MainReport.pdf
33. Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., et al. (2001). The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade. Child Development, 72, 1534-1553.
34. Pianta, R. C. (1993). The Student-Teacher Relationship Scale. Charlottesville, VA: University of Virginia.
35. Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33, 444-458.
36. Ramirez, R. R., & de la Cruz, G. P. (2003). The Hispanic population in the United States: March 2002. Washington, DC: U.S. Department of Commerce, U.S. Census Bureau. Retrieved February 20, 2008, from http://www.census.gov/prod/2003pubs/p20-545.pdf
37. Reardon, S. F., & Galindo, C. (2007). Patterns of Hispanic students' math and English literacy test scores in the early elementary grades (Report to the National Task Force on Early Childhood Education for Hispanics). Tempe, AZ: Arizona State University.
38. Roberts, T. A. (2008). Home storybook reading in primary or second language with preschool children: Evidence of equal effectiveness for second-language vocabulary acquisition. Reading Research Quarterly, 43, 103-130.
39. Sakai, L. M., Whitebook, M., Wishard, A., & Howes, C. (2003). Evaluating the Early Childhood Environment Rating Scale (ECERS): Assessing differences between the first and revised edition. Early Childhood Research Quarterly, 18, 427-445.
40. Stanovitch, P. J., Jordan, A., & Perot, J. (1998). Relative differences in academic self-concept and peer acceptance among students in inclusive classrooms. Remedial and Special Education, 19, 120-126.
41. Tabors, P. O. (2008). A guide for early childhood educators of children learning English as a second language. Cambridge, MA: Paul H. Brookes.
42. Tienda, M., & Mitchell, F. (Eds.). (2006). Multiple origins, uncertain destinies: Hispanics and the future of America. Washington, DC: National Academies Press.
43. U.S. Census Bureau. (2001). The Hispanic Population: 2000. Retrieved February 19, 2008, from http://www.census.gov/prod/2001pubs/c2kbr01-3.pdf
44. Varela, R. E., Vernberg, E. M., Sanchez-Sosa, J. J., Riveros, A., Mitchell, M., & Mashunkashey, J. (2004). Parenting style of Mexican, Mexican American, and Caucasian-non-Hispanic families: Social context and cultural influences. Journal of Family Psychology, 18, 651-657.
45. Vega, W. A., Khoury, E. L., Zimmerman, R. S., Gil, A.G., & Warheit, G. J. (1995). Cultural conflicts and problem behaviors of Latino adolescents in home and school environments. Journal of Community Psychology, 23, 167-179.
46. Zill, N. (1990). The Behavior Problems Index. Washington, DC: Child Trends.