Early Academic Achievement of Hispanics in the United States: Implications for Teacher Preparation

Autor/inn/en	Garcia, Eugene E.; Jensen, Bryant; Cuellar, Delis
Titel	Early Academic Achievement of Hispanics in the United States: Implications for Teacher Preparation
Quelle	In: New Educator, 2 (2006) 2, S.123-147 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
Schlagwörter	Early Childhood Education; Academic Achievement; Young Children; Kindergarten; Hispanic American Students; School Readiness; Educational Attainment; Socioeconomic Influences; Achievement Gap; Early Intervention; Teacher Competencies; Teacher Qualifications; Teacher Influence; Infants; Toddlers + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schulleistung; Frühe Kindheit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Readiness for school; School ability; Schulreife; Bildungsabschluss; Bildungsgut; Sozioökonomischer Faktor; Lehrkunst; Lehrqualifikation; Infant; Toddler; Toddlers; Kleinkind; Infants
Abstract	Hispanics account for over one-fifth of newborns in the United States, and Hispanic children, on average, achieve at much lower levels from kindergarten forward than the non-Hispanic white majority and Asian Americans. One of the most important educational challenges for the U.S. is to increase markedly the percentage of Hispanic children who enter kindergarten "ready" for school. Given that the early childhood years provide possibly the best window for improving academic trajectories for Hispanic children, this paper describes what is currently known about and offers recommendations to expand and improve early childhood education for Hispanics, including the preparation of teachers who serve these children. (Contains 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10