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5 results found.
Defining family engagement among Latino Head Start parents: A mixed-methods measurement development study
McWayne, Christine M., Q3 2013
Early Childhood Research Quarterly, 28(3), 593-607
Given the increasing numbers of Latino children and, specifically, of dual-language learning Latino children, entering the U.S. educational system, culturally contextualized models are needed to understand how parents construct their involvement roles and support their children's educational experiences. Current measures of parenting and family engagement have been developed primarily with European American families and, thus, might not capture engagement behaviors unique to other ethnic groups. Lacking culture-appropriate measurement limits our ability to construct programs that adequately incorporate protective factors to promote children's successful development. The present mixed-methods investigation employed an emic approach to understand family engagement conceptualizations for a pan-Latino population. One hundred thirteen parents from 14 Head Start programs in a large, northeastern city participated in the first study, in which domains of family engagement were identified and specific items were co-constructed to capture family engagement behaviors. Then, 650 caregivers participated in a second study examining the construct validity of the resulting 65-item measure across two language versions: Parental Engagement of Families from Latino Backgrounds (PEFL-English) and Participacion Educativa de Familias Latinas (PEFL-Spanish). Four theoretically meaningful dimensions of family engagement among Latino Head Start families were identified empirically. The measure was then validated with teacher report of family involvement and parent report of satisfaction with their experiences in Head Start. (author abstract)
Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners
Burchinal, Margaret, Q2 2012
Early Childhood Research Quarterly, 27(2), 188-197
An examination of the relationship between the language, reading, and math skills of English language learners and both the proportion of instruction in Spanish and observed quality of teacher-child interactions, based on data from 357 Spanish-speaking 4-year-old children who attended state-funded pre-kindergarten programs in 11 states
Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings
Downer, Jason T., Q1 2012
Early Childhood Research Quarterly, 27(1), 21-32
A test of the validity of the Classroom Assessment Scoring System (CLASS) for the prediction of academic outcomes and the measurement of social interactions in classrooms with varying compositions of English only and dual language learners, based on a secondary analysis of data collected in 721 prekindergarten classrooms in 11 states
Spanish-speaking children's social and language development in pre-kindergarten classrooms
Chang, Florence, 2007
Early Education and Development, 18(2), 243-269
A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs
State early learning and development standards/guidelines, policies & related practices: How responsive are they to the needs of young dual language learners?
Espinosa, Linda M., October, 2015
Boston: Build Initiative.
The purpose of this report and accompanying state ELDS analysis is to review a subset of states' ELDS standards for pre-k-aged children (three to five years of age) to identify the most common approaches to meeting the needs of young DLLs, to determine the extent to which these standards reflect the current scientific research on the development and learning of preschool-aged DLLs, and the extent to which states provide adequate guidance for supporting early childhood programs and professionals in implementing effective programs for young DLLs. As a group, DLLs and ELLs have shown an achievement gap beginning during the preschool years that continues into kindergarten and throughout their schooling. This group of students has struggled to become fully proficient in English, lagged behind their peers on all measures of school achievement, and had school drop out rates almost double those of their native English speakers. In addition, we offer recommendations for strengthening states' ELDS to reflect current research and to fully support the learning needs of DLLs across multiple domains of development. Whenever possible, we provide exemplary standards from states' existing ELDS or accompanying documents that fully articulate a vision with consistent expectations and recommendations for practice. This is provided in order to assist states to further enhance their ELDS for DLLs and to facilitate cross-state collaboration. (author abstract)