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Health and Wellness: Building Resilience in Deaf Bilingual Classrooms
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| 2 |
The effects of learning lexical chunks on the English writing proficiency of Chinese-speaking tertiary students in Australia
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In: Theses: Doctorates and Masters (2020)
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| 3 |
DRAMA APPLIED TO CONTENT-BASED INSTRUCTION IN ELEMENTARY EDUCATION
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In: Graduate Student Theses, Dissertations, & Professional Papers (2020)
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| 4 |
Classification Accuracy of a Self-Report Proficiency Assessment for Spanish-English Bilingual Speakers
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| 5 |
We Carve the River by Propelling: An Intergenerational Narrative on the Influence of Texas Bilingual Policy on the Lives and Practices of Three Mexican-American Educators
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| 6 |
Reaching Below Level ELL’s Reading Comprehension
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In: Journal of Practitioner Research (2018)
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| 7 |
Exploring the Experiences of High School Refugee English Language Learners
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In: Honors Theses at the University of Iowa (2018)
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| 8 |
An Examination of Concepts of School Readiness Among Parents and Educators in Ireland
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In: Reports (2017)
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| 9 |
Predictors of Behavior Problems in the Context of Peer Play Interactions: A Sample of Low-Income Latino Preschoolers
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In: Graduate Theses and Dissertations (2017)
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Abstract:
Latinos are the fastest-growing minority group in the United States and have higher dropout rates compared to other groups. Moreover, problem behaviors are common in preschool classrooms, and the incidence of these problems is higher for children from low-income families. The purpose of this study was to understand Latino children's problem behaviors in the context of peer play interactions and identify those variables that influence such behavior. 265 five and six-year-old Spanish-speaking children (53.6% female) attending Head Start or kindergarten participated in the study. Additionally, 198 mothers and 78 pre-kindergarten and kindergarten lead teachers participated in the study. Child level data were gathered through the Penn Interactive Peer Play Scale, Teacher (PIPPS-T), the Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4), and the Test de Vocabulario en Imágenes Peabody (TVIP). Maternal data were obtained from the Demographic Parent Interview, the Brief Symptom Inventory (BSI), and the Breve Inventario de Síntomas (BIS). Both correlations and the multilevel models showed play disconnection related negatively to the child’s English proficiency and positively to maternal depression. Results suggest that children with lower English proficiency tend to be more disconnected from their peers as compared to children with higher English proficiency. Similarly, mothers with higher levels of depression symptoms had children with higher levels of play disconnection (internalizing behaviors). The current findings are consistent with previous studies and relevant to both researchers and practitioners.
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Keyword:
and Multicultural Education; Bilingual; Early Childhood; English proficiency; Kindergarten Teacher Education; maternal depression; Multilingual; play disconnection; play disruption; Pre-Elementary
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URL: https://digitalcommons.usf.edu/etd/6861
https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=8058&context=etd
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| 10 |
Booking It: Reading Behavior In The Literate Lives Of Middle Schoolers
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| 11 |
Aboriginal Language and School Outcomes: Investigating the Associations for Young Adults
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In: The International Indigenous Policy Journal (2017)
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| 12 |
Miýo-pimātisiwin Developing Indigenous Cultural Responsiveness Theory (ICRT): Improving Indigenous Health and Well-Being
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In: The International Indigenous Policy Journal (2017)
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| 13 |
Competing Purposes: Mother Tongue Education Benefits Versus Economic Interests in Rural Zimbabwe
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In: The International Indigenous Policy Journal (2017)
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| 14 |
Teachers' Conceptualization of Diversity, Teaching, and Learning In a Culturally Responsive School
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In: Honors Theses at the University of Iowa (2017)
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| 15 |
Starting World Languages in Elementary Schools
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In: Graduate Student Theses, Dissertations, & Professional Papers (2017)
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| 16 |
TEACHERS’ AND ADMINISTRATORS' PERCEPTIONS OF THE CHARACTERISTICS OF EFFECTIVE LEADERSHIP FOR K-12 INTERNATIONAL SCHOOLS
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In: All NMU Master's Theses (2016)
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| 17 |
Escola bilíngue vs. escola internacional: conceitos, diferenças e semelhanças ; Bilingual school vs. international school: concepts, differences and similarities
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Amorim, Ibsy Blaese de. - : Universidade Tecnológica Federal do Paraná, 2016. : Curitiba, 2016. : Brasil, 2016. : Ensino de Línguas Estrangeiras Modernas, 2016. : UTFPR, 2016
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| 18 |
O que é ser bilíngue? Na percepção de professores de escolas bilíngues
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Fernandes, Rafaela. - : Universidade Tecnológica Federal do Paraná, 2016. : Curitiba, 2016. : Brasil, 2016. : Ensino de Línguas Estrangeiras Modernas, 2016. : UTFPR, 2016
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| 19 |
Exploring the Intersection of Education and Indigenous Status from a Social Determinants of Health Perspective: Parent and Family Engagement in Secondary School in Nunavik
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In: The International Indigenous Policy Journal (2016)
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Negotiating the “Ideal Immigrant:” A Microanalysis of Email Exchanges Between a Latina Adult and Newcomer Student
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