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Bilingual, Multilingual, and Multicultural Education Commons

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Articles 1 - 15 of 15

Full-Text Articles in Bilingual, Multilingual, and Multicultural Education

The Effects Of Student Self-Assessment With Goal Setting On Fourth Grade Mathematics Students: Creating Self-Regulating Agents Of Learning, Laura Clift Nov 2015

The Effects Of Student Self-Assessment With Goal Setting On Fourth Grade Mathematics Students: Creating Self-Regulating Agents Of Learning, Laura Clift

Doctoral Dissertations and Projects

With the national trend toward student accountability as learners, few studies have identified effective instructional strategies that motivate elementary students in becoming agents of learning and the effect of these strategies on academic achievement. This quantitative study investigated the effect of student self-assessment with goal setting (SAGS), based on the work of Stiggins, Arter, Chappuis, and Chappuis (2006), on elementary school students’ academic achievement and motivation in mathematics. This study employed a quasi-experimental, pretest-posttest, nonequivalent control-group design. Participants were 130 students drawn from six intact classes of fourth graders from five elementary schools located in a large Archdiocese in the ...


The Structural Consistency Of A Six-Factor Model Of Academic Self-Concept Among Culturally Diverse Preadolescents In The United States, Gary Ockey, Sarah Abercrombie Jan 2013

The Structural Consistency Of A Six-Factor Model Of Academic Self-Concept Among Culturally Diverse Preadolescents In The United States, Gary Ockey, Sarah Abercrombie

English Publications

For decades, research has indicated that preadolescents’ self-concept is comprised of subject-specific academic factors, a general academic factor, and several nonacademic factors. More recently, there have been some indications that academic self-concept might further be differentiated into competence and affect factors, at least for some preadolescent ethnic groups. This study examines the extent to which a 6-factor model of academic self-concept, in which competence and affect are distinct, is tenable for White, Hispanic, and Native American preadolescents. A total of 313 White, 331 Hispanic, and 224 Native American preadolescents from the southwestern United States were administered a modified version of ...


Research Studies In Higher Education: Educating Multicultural College Students-Ch 1, Desireé Vega, James L. Moore Aug 2012

Research Studies In Higher Education: Educating Multicultural College Students-Ch 1, Desireé Vega, James L. Moore

Faculty Working Papers from the School of Education

Book Chapter


Research Studies In Higher Education: Educating Multicultural College Students-Ch 2, Pamela A. Larde Aug 2012

Research Studies In Higher Education: Educating Multicultural College Students-Ch 2, Pamela A. Larde

Faculty Working Papers from the School of Education

Book Chapter


Research Studies In Higher Education: Educating Multicultural College Students-Ch 3, J L. Wood, Adriel Hilton Aug 2012

Research Studies In Higher Education: Educating Multicultural College Students-Ch 3, J L. Wood, Adriel Hilton

Faculty Working Papers from the School of Education

Book Chapter


Research Studies In Higher Education: Educating Multicultural College Students-Ch 4, Ron Brown Aug 2012

Research Studies In Higher Education: Educating Multicultural College Students-Ch 4, Ron Brown

Faculty Working Papers from the School of Education

Book Chapter


Research Studies In Higher Education: Educating Multicultural College Students-Ch 5, Bryan Andriano Aug 2012

Research Studies In Higher Education: Educating Multicultural College Students-Ch 5, Bryan Andriano

Faculty Working Papers from the School of Education

Book Chapter


Research Studies In Higher Education: Educating Multicultural College Students-Ch 6, Ashley Rondini Aug 2012

Research Studies In Higher Education: Educating Multicultural College Students-Ch 6, Ashley Rondini

Faculty Working Papers from the School of Education

Book Chapter


Research Studies In Higher Education: Educating Multicultural College Students-Ch 7, Mona Y. Davenport Aug 2012

Research Studies In Higher Education: Educating Multicultural College Students-Ch 7, Mona Y. Davenport

Faculty Working Papers from the School of Education

Book Chapter


Research Studies In Higher Education: Educating Multicultural College Students-Ch 8, Kimberly Brown Aug 2012

Research Studies In Higher Education: Educating Multicultural College Students-Ch 8, Kimberly Brown

Faculty Working Papers from the School of Education

Book Chapter


Research Studies In Higher Education: Educating Multicultural College Students-Ch 9, J M. Harpe, Theodore Kaniuka Aug 2012

Research Studies In Higher Education: Educating Multicultural College Students-Ch 9, J M. Harpe, Theodore Kaniuka

Faculty Working Papers from the School of Education

Book Chapter


Research Studies In Higher Education: Educating Multicultural College Students- Front And Back Matter. Includes Table Of Contents, Terence Hicks, Abul Pitre Aug 2012

Research Studies In Higher Education: Educating Multicultural College Students- Front And Back Matter. Includes Table Of Contents, Terence Hicks, Abul Pitre

Faculty Working Papers from the School of Education

No abstract provided.


Latino/A English Language Learners: Closing Achievement/Opportunity Gaps To Increase College-Going Rates, Amy Cook, Rachelle Pérusse Mar 2011

Latino/A English Language Learners: Closing Achievement/Opportunity Gaps To Increase College-Going Rates, Amy Cook, Rachelle Pérusse

Counseling and School Psychology Faculty Publication Series

By the 10th grade, 40% of adolescent Latinos/as drop out of school, with Latino/a English language learners (ELLs) dropping out at an even higher rate. A survey-based study conducted in the Northeast revealed many evidence-based interventions that school counselors implement on behalf of Latino/a ELLs to improve academic achievement. This session will provide you with the skills and knowledge to work with some of the most challenging cases involving Latino/a ELLs and how to close achievement/opportunity gaps. Discussion and sharing information about various school counselor practices will be encouraged.


Parental Absence And Academic Achievement In Immigrant Students, Chrysalis L. Wright Nov 2010

Parental Absence And Academic Achievement In Immigrant Students, Chrysalis L. Wright

FIU Electronic Theses and Dissertations

Academic achievement and educational expectations as a function of parental absence were examined among 268 newly immigrant elementary, middle, and high-school students from Spanish-speaking countries. Data collected as part of a longitudinal study of adaptation and achievement in newly immigrant students were analyzed. Participants had varying experiences with parental absence, in terms of length of absence, gender of absent parent, and reason for absence. Reasons for parental absence included parental divorce, parental death, and serial migration, a cause unique to immigrant children. Students who experienced parental absence reported lower educational expectations. Students who experienced the death of a parent had ...


Developing The Whole Child: An Evaluation Of The Latino After‐School Initiative (Lasi), Virginia Diez Oct 2007

Developing The Whole Child: An Evaluation Of The Latino After‐School Initiative (Lasi), Virginia Diez

Gastón Institute Publications

This report presents findings from an evaluation of the Latino After-School Initiative (LASI), an umbrella organization that provides funding, educational guidelines, staff development, and networking opportunities to after-school programs in the Greater Boston area. LASI funds seven Latino-led after-school programs servicing children ages 7-14. The programs are located in Lynn, Cambridge, Roxbury, Jamaica Plain, and Chelsea. LASI was established in 2001 by the United Way of Massachusetts Bay as a five-year demonstration project to improve academic achievement—as measured by MCAS scores and high school retention rates—among Latino children.