Moderators of language acquisition models and reading achievement for English Language learners: The role of emotional warmth and instructional support

Teachers College Record

Volumn 114, Issue 8, 2012, Pages

  López, Francesca A ^a  

^a MARQUETTE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84890575114     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (87)

1. Ainsworth, M. D., Belehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum.
2. Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.
3. Au, K. H. (1989). Social constructivism and the school literacy learning of students of diverse backgrounds. Journal of Literacy Research, 30, 297-319.
4. August, D., & Shanahan, T. (Eds.). (2008). Developing reading and writing in second-language learners: Lessons from the report of the National Literacy Panel on language-minority children and youth. New York: Routledge.
5. Baker, K. A., & de Kanter, A. A. (1981). Effectiveness of bilingual education: A review of the literature. Washington, DC: U.S. Department of Education, Office of Planning, Budget and Evaluation.
6. Baker, K., & de Kanter, A. (Eds.). (1983). Bilingual education: A reappraisal of federal policy. Lexington, MA: Lexington Books.
7. Bilingual Education Act of 1974, §§ 702-703, Pub. L. No. 93-380, § 105(a)(1), 88 Stat. 503, 503-05 (codified as amended at 20 U.S.C. §§ 3222-3223).
8. Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: Longman.
9. Borman, G. D., & Rachuba, L. T. (1999). Qualifications and professional growth opportunities of teachers in high- and low-poverty elementary schools. Journal of Negro Education, 68, 366-382.
10. Bowlby, J. (1982). Attachment and loss: Vol. I. Attachment. New York: Basic Books.
11. Bransford, J., Brown, A., & Cocking, R. Eds. (1999). How people learn: Brain, mind, experience, and school. Washington DC: National Academy Press.
12. Brisk, M. E. (2006). Bilingual education: From compensatory to quality schooling. Mahwah, NJ: Erlbaum.
13. Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75, 631-661.
14. Buriel, R. (1993). Childrearing orientations in Mexican American families: The influence of generation and sociocultural factors. Journal of Marriage and Family, 55, 987-1000.
15. Collier, V. P., & Thomas, W. P. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2, 1-20.
16. Collinson, V. (1999). Redefining teacher excellence. Theory Into Practice, 38, 4-11.
17. Condron, D. J., & Roscigno, V. J. (2003). Disparities within: Unequal spending and achievement in an urban school district. Sociology of Education, 76, 18-36.
18. Costa, A. (1985). Teacher behaviors that promote student thinking in developing minds. Alexandria, VA: Association of Supervision and Curriculum Development.
19. Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222-251.
20. Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada: A reassessment. Applied Linguistics, 2, 132-149.
21. Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives. Retrieved from http://epaa.asu.edu/ojs/article/view/392
22. Darling-Hammond, L. (2007). Third annual Brown lecture in education research-The flat earth and education: How America's commitment to equity will determine our future. Educational Researcher, 36, 318-334.
23. de Jong, E. (2004). Second language proficiency development in a two-way and developmental bilingual program. NABE Journal of Research and Practice, 2, 57-77.
24. Deschenes, S., Cuban, L., & Tyack, D. B. (2001). Mismatch: Historical perspectives on schools and students who don't fit them. Teachers College Record, 102, 525-547.
25. Downey, D. B., von Hippel, P. T., & Broh, B. A. (2004). Are schools the great equalizer: Cognitive inequality during the summer months and the school year. American Sociological Review, 69, 613-635.
26. Elementary and Secondary Education Act of 1965 (ESEA) (P.L. 89-10).
27. Fuller, B., & Clarke, P. (1994). Raising school effects while ignoring culture? Local conditions and the influence of classroom tools, rules, and pedagogy. Review of Educational Research, 64, 119-157.
28. Fry, R. (2003). Hispanic youth dropping out of U. S. schools: Measuring the challenge. Pew Hispanic Center Report. Retrieved from http://pewhispanic.org/files/reports/19.pdf
29. Gándara, P., & Rumberger, R. (2009). Immigration, language, and education: How does language policy structure opportunity. Teachers College Record, 111, 750-782.
30. Gándara, P., Rumberger, R., Maxwell-Jolly, J., & Callahan, R., (2003). English learners in California schools: Unequal resources, unequal outcomes. Education Policy Analysis Archives, 11. Retrieved from http://epaa.asu.edu/epaa/v11n36/
31. Good, T. (1981). Teacher expectations and student perceptions: A decade of research. Educational Leadership, 38, 415-423.
32. Good, T. (1987). Two decades of research on teacher expectations: Findings and future directions. Journal of Teacher Education, 38, 32-47.
33. Good, T. L., & Brophy, J. (2008). Looking in classrooms (10th ed.). Boston: Allyn and Bacon.
34. Good, T., & Nichols, S. (2001). Expectancy effects in the classroom: A special focus on improving the reading performance of minority students in first-grade classrooms. Educational Psychologist, 36, 113-126.
35. Greene, J. (1998). A meta-analysis of the effectiveness the Rossell & Baker review of bilingual education research. Bilingual Research Journal, 21, 102-122.
36. Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional warmth in the firstgrade classroom make a difference for children at risk of school failure. Child Development, 76, 949-967.
37. Hanushek, E. A. (2003). The failure of input-based schooling policies. Economic Journal, 113, F64-F98.
38. Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2004). Why public schools lose teachers. Journal of Human Resources, 39, 326-354.
39. Harris, M. J., Rosenthal, R., & Snodgrass, S. E. (1986). The effects of teacher expectations, gender, and behavior on pupil academic performance and self-concept. Journal of Educational Research, 79, 172-179.
40. Hawley, S. R., Chavez, D. V., & St. Romain, T. (2007). Developing a bicultural model for academic achievement: A look at acculturative stress, coping, and self-perception. Hispanic Journal of Behavioral Sciences, 29, 283-299.
41. Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74, 1368-1378.
42. Hox J. J. (2002). Multilevel analysis: Techniques and applications. Mahwah, NJ: Erlbaum.
43. Hox, J. J., & Maas, C. J. M. (2001). The accuracy of multilevel structural equation modeling with pseudobalanced groups and small samples. Structural Equation Modeling, 8, 157-174.
44. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491-525.
45. Kane, T. J., & Staiger, D. (2008). Estimating teacher impacts on student achievement: An experimental evaluation (NBER Working Paper No. w14607). Retrieved from the Social Science Research Network Web site: http://ssrn.com/abstract=1320852
46. Kolbe, R. H., & Burnett, M. S. (1991). Content-analysis research: An examination of applications with directives for improving research reliability and objectivity. Journal of Consumer Research, 18, 243-250.
47. Kolen, M. J. (2006). Scaling and norming. In R. L. Brennan (Ed.), Educational measurement (4th ed., pp. 155-186). Westport, CT: Praeger.
48. Konstantopoulos, S., & Borman, G. (2011). Family background and school effects on student achievement: A multilevel analysis of the Coleman data. Teachers College Record, 113, 97-132. Retrieved from http://www.tcrecord.org/content.asp?contentid=15989
49. Krashen, S. (1981). Second language acquisition and second language learning. New York: Pergamon Press.
50. Legarreta, D. (1979). The effects of program models on language acquisition by Spanish speaking children. TESOL Quarterly, 13, 521-534.
51. Lindolm-Leary, K. J. (2001). Dual language education. Tonawanda, NY: Multilingual Matters.
52. Luke, D. A. (2004). Multilevel modeling. Thousand Oaks, CA: Sage
53. MacSwan, J., & Rolstad, K. (2003). Linguistic diversity, schooling, and social class: Rethinking our conception of language proficiency in language minority education. In C. B. Paulston & R. Tucker (Eds.), Sociolinguistics: The essential readings (pp. 329-340). Oxford, England: Blackwell.
54. Madon, S., Jussin, L., & Eccles, J. (1997). In search of the powerful self-fulfilling prophecy. Journal of Personality and Social Psychology, 72, 791-809.
55. Martin, D. S. (1989). Restructuring teacher education programs for higher-order thinking skills. Journal of Teacher Education, 40, 2-8.
56. Mashburn, A., Pianta, R., Downer, J., & Hamre, B. (2007, April). My teaching partner: Effects of a Web-based intervention to improve teacher quality. Poster presented at the annual meeting of the American Educational Research Association, Chicago, IL.
57. Meyer, L. A., Wardrop, J. I., Hastings, C. N., & Linn, R. L. (1993). Effects of ability and settings on kindergarteners' reading performance. Journal of Educational Research, 86, 142-160.
58. Monkman, K., Ronald, M., & Théramène, F. D. (2005). Social and cultural capital in an urban Latino school community. Urban Education, 40, 4-33.
59. Monzó, L. D., & Rueda, R. S. (2001). Interactions with Latino students. American Journal of Education, 109, 438-471.
60. National Center for Education Statistics. (1997). America's teachers: Profile of a profession, 1993-94 (NCES 97-460). Washington, DC: U.S. Department of Education. Retrieved from http://nces.ed.gov/pubs97/web/97460.asp
61. National Center for Education Statistics. (2010). The nation's report card. Retrieved fromhttp://nces.ed.gov/nationsreportcard/pdf/dst2009/2010459.pdf
62. Newton, D. (2000). Teaching for understanding: What it is and how to do it. London: Routledge Falmer.
63. NICHD ECCRN. (2002). The relation of global first grade classroom environment to structural classroom features, teacher, and student behaviors. Child Development, 71, 960-980. No Child Left Behind Act of 2001 (NCLB), Pub. L. No. 107-110.
64. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
65. Osterman, K. F. (2000). Students' need for belonging in the school. Review of Educational Research, 80, 323-367.
66. Padilla, A., Fairchild, H. H., & Valadez, C. M. (Eds.). (1990). Bilingual education: Issues and strategies. London: Sage.
67. Padilla, A. M., & Lindholm, K. J. (2002). Quantitative educational research with ethnic minorities. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 97-113). San Francisco: Jossey-Bass.
68. Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F.J. (2008). Classroom effects of children's achievement trajectories in elementary school. American Educational Research Journal, 45, 365-397.
69. Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38, 109-119.
70. Pianta, R. C., LaParo, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System (CLASS). Baltimore: Paul H. Brookes.
71. Pianta, R. C., LaParo, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. Elementary School Journal, 102, 225-238.
72. Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236.
73. Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73, 417-458.
74. Rolstad, K., Mahoney, K., & Glass, G. V. (2005). The big picture: A meta-analysis of program effectiveness research on English language learners. Educational Policy, 19, 572-594.
75. Rossell, C. (2002). Dismantling bilingual education implementing English immersion: The California initiative. San Francisco: Public Policy Institute of California.
76. Rossell, C., & Baker, K. (1996). The educational effectiveness of bilingual education. Research in the Teaching of English, 30, 7-69.
77. Salazar, J. J. (1998). A longitudinal model for interpreting thirty years of bilingual education research. Bilingual Research Journal, 22, 1-12.
78. Shrout, P. E., & Fleiss, J. L. (1979). Intraclass correlations: Uses in assessing rater reliability. Psychological Bulletin, 86, 420-428.
79. Slavin, R. E., & Cheung, A. (2005). A synthesis of research on language of reading instruction for English language learners. Review of Educational Research, 75, 247-284.
80. Spybrook, J., Raudenbush, S.W., Congdon, R., & Martinez, A. (2009). Optimal design. Retrieved at http://www.wtgrantfdn.org/resources/overview/research_tools
81. Stritikus, T. T., & Garcia, E. (2003). The role of theory and policy in the educational treatment of language minority students: Competitive structures in California. Education Policy Analysis Archives, 11. Retrieved from http://epaa.asu.edu/epaa/v11n26/
82. Tenenbaum, H. R., & Ruck, M. D. (2007). Are teachers' expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99, 253-273.
83. Thomas, W., & Collier, V. (1997). School effectiveness for language minority students. Washington, DC: National Clearinghouse for Bilingual Education. Transitional Bilingual Education, Massachusetts General Laws Chapter 71A (1971).
84. Vygotsky, L. S. (1987). In R. Rieber & A. Carton (Eds.), L. S. Vygotsky, collected works (N. Minick, Trans., Vol. 1). New York: Plenum. (Original work published 1934)
85. Weinstein, R. S., Marshall, H. H., Sharp, L., & Botkin, M. (1987). Pygmalion and the student: Age and classroom differences in children's awareness of teacher expectations. Child Development, 36, 1079-1093.
86. Wiley, C. R. H., McCaslin, M., Good, T. L., & Sabers, D. (2009). Improving teaching through the use of classroom observation data. Final report to the William T. Grant Foundation, New York, NY.
87. Willig, A. C. (1985). A meta-analysis of selected studies on the effectiveness of bilingual education. Review of Educational Research, 55, 269-317.