Understanding Latino Children's Heterogeneous Academic Growth Trajectories: Latent Growth Mixture Modeling Approach

Autor/inn/en	Hong, Sehee; You, Sukkyung
Titel	Understanding Latino Children's Heterogeneous Academic Growth Trajectories: Latent Growth Mixture Modeling Approach
Quelle	In: Journal of Educational Research, 105 (2012) 4, S.235-244 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2011.584921
Schlagwörter	Language of Instruction; Mathematics Achievement; Academic Achievement; Teaching Methods; Socioeconomic Status; Hispanic Americans; Children; English Language Learners; English (Second Language); Second Language Learning; Elementary Secondary Education; Language Proficiency; Language Minorities; Achievement Gap; Item Response Theory; Early Childhood Longitudinal Survey; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Socio-economic status; Sozioökonomischer Status; Hispanic; Hispanoamerikaner; Child; Kind; Kinder; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Sprachminderheit; Item-Response-Theorie
Abstract	Addressing the academic needs of a growing student population with culturally and linguistically diverse characteristics is one of the challenges facing educators. This study used data from the Early Childhood Longitudinal Study to test for differences in patterns of mathematics growth (e.g., high, middle, and low performance groups) in Latino children. Analysis through the latent growth mixture method yielded 4 distinct mathematics development profiles. Examinations into positive or negative factors related to successful mathematics achievement were also conducted. Results indicate that students in the highest performing group were associated with education programs in which language of instruction and home language were English. (Contains 2 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10