Achieving Positive Classroom Experiences for Latino K-5 Students

Autor/inn/en	Preciado, Jorge; Jalalian-Chursky, Krystle; Norton, Jennifer; Rasikawati, Ira; Eigenbrood, Rick
Titel	Achieving Positive Classroom Experiences for Latino K-5 Students
Quelle	In: Journal of Latinos and Education, 22 (2023) 3, S.911-925 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2021.1876696
Schlagwörter	Student Experience; Classroom Environment; Hispanic American Students; Elementary School Students; Literacy Education; Culturally Relevant Education; Academic Achievement; Prosocial Behavior; Classroom Techniques; Public Schools; Instructional Effectiveness; Curriculum Based Assessment + Suchen Sie Ihr Suchwort? Studienerfahrung; Klassenklima; Unterrichtsklima; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Klassenführung; Public school; Öffentliche Schule; Unterrichtserfolg
Abstract	Creating proactive classroom experiences for Latino students in K-5 settings requires intentional support and knowledge among classroom teachers. Educating Latino students is a complex task given that elementary school teachers face many questions that include how best to teach literacy? what are proactive ways to teach behavioral skills? and how does culture support student learning? Successful implementation and knowledge of literacy and literacy assessments are critical for improving academic outcomes for Latino students. Historical and current literacy outcomes based on National Assessment of Education Progress underscore the need for more evidence-based literacy practices to increase outcomes for Latino students. Moreover, creating a classroom environment with established expectations and routines, teaching and operationalizing positively stated classroom rules, and behavioral contracts increases pro-social behaviors among Latino students who struggle with behavioral outcomes. Last, recognizing and acknowledging cultural components that enhance the learning of Latino students are necessary for school success. The teaching force in K-5 settings continues to use English as the primary method for delivering instruction. Acknowledging and strategically using the primary language of students can be a vehicle to support Latino student's academic and behavioral outcomes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01