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Teacher Collaboration and Latinos/as' Mathematics Achievement Trajectories

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  • معلومة اضافية
    • Peer Reviewed:
      Y
    • المصدر:
      31
    • Education Level:
      Kindergarten
      Primary Education
      Early Childhood Education
      Elementary Education
    • الموضوع:
      Teacher Collaboration; Mathematics Achievement; Low Achievement; Hispanic American Students; Children; Longitudinal Studies; Surveys; Age Differences; Correlation; Language Usage; English (Second Language); Achievement Gains; Kindergarten; Elementary Education
    • الموضوع:
      Early Childhood Longitudinal Survey
    • الرقم المعرف:
      10.1086/687274
    • ISSN:
      0195-6744
    • نبذة مختصرة :
      Latino/a students' low mathematics achievement is a pressing issue given their increasing numbers in the United States. This study explores the relationship between teacher collaboration and Latino students' math achievement, taking into account the great diversity of Latinos/as in America. Using multilevel growth models, we analyze Early Childhood Longitudinal Survey-K data from approximately 1,900 Latino/a students and find that teacher collaboration has, on average, a nonsignificant effect on the mathematics achievement growth of all Latino/a students between kindergarten and fifth grade. However, when analyzed separately, teacher collaboration is shown to have a positive relationship with the math academic trajectories of Latino immigrant students, while having a negative association with the math trajectories of Latino/a students who do not speak English at home.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2016
    • الرقم المعرف:
      EJ1108832