The Nongeneralizability of classroom dynamics as predictors of achievement for Hispanic students in upper elementary grades

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9 Citations (Scopus)

Abstract

This study examined the degree to which teacher behaviors established as predictors of achievement generalize to Hispanic students. Participants included 995 students (68% Hispanic) across Grades 3 through 5 and their teachers (N = 46) in an urban school district in the Midwest. Classroom dynamics were measured using the Classroom Assessment Scoring System (La Paro, Pianta, & Hamre, 2008). Achievement measures included standardized reading assessments administered at the end of the school year. Controls included beginning of the school year assessment scores and eligibility for free lunch. Consistent with prior studies, several teacher behaviors were associated with achievement for the non-Hispanic sample; however, the teacher behaviors did not generalize to the Hispanic sample. Implications for using classroom observations that do not reflect the norms of the target population to enhance accountability and assess professional development are presented, and considerations for addressing classroom observation measures are discussed.

Original languageEnglish (US)
Pages (from-to)350-376
Number of pages27
JournalHispanic Journal of Behavioral Sciences
Volume33
Issue number3
DOIs
StatePublished - Aug 2011
Externally publishedYes

Fingerprint

Hispanic Americans
teachers' behavior
school grade
Students
classroom
Lunch
student
Health Services Needs and Demand
Social Responsibility
school
study behavior
Reading
Observation
district
responsibility
teacher

Keywords

  • accountability
  • classroom observations
  • generalizability
  • Hispanic achievement

ASJC Scopus subject areas

  • Social Psychology
  • Anthropology
  • Cultural Studies
  • Linguistics and Language

Cite this

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