東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Predictive Utility of Teacher In...

Michalopoulou, Lito Eleni.

Linked to FindBook

Google Book

Amazon

博客來

The Predictive Utility of Teacher Information for Bilingual Students: From Kindergarten to Grade 3.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Predictive Utility of Teacher Information for Bilingual Students: From Kindergarten to Grade 3./
Author:	Michalopoulou, Lito Eleni.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	111 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Bilingual education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28123343
ISBN:	9798662542044

The Predictive Utility of Teacher Information for Bilingual Students: From Kindergarten to Grade 3.
Michalopoulou, Lito Eleni.

The Predictive Utility of Teacher Information for Bilingual Students: From Kindergarten to Grade 3. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 111 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2019.

The purpose of this study was to examine the predictive utility of teacher information for Spanish-speaking bilinguals in order to provide insights on non-discriminatory assessment and intervention practices and to increase our understanding of the teacher's role in such practices. The predictive utility of teacher information was conceptualized in terms of special education placement at grade 3 and parent-reported diagnoses that students received by third grade. Notably, limited research has examined the predictive utility of teacher information for either academic/learning-related skills or social skills in bilingual populations. Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 database, the current study's unweighted sample (N = 13,150) was comprised of 900 Spanish-speaking bilinguals and 12,250 English-speaking monolinguals. Overall, results indicated that kindergarten teacher information regarding language and literacy skills, approaches to learning, and social skills was not generally predictive in terms of special education or clinical diagnosis. In regards to Response to Intervention, analyses indicated that the intervention itself may be predictive of special education placement; however, it is not a moderator. Implications for school psychologists and other school personnel working with bilingual students are discussed.

ISBN: 9798662542044Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Bilingual students

The Predictive Utility of Teacher Information for Bilingual Students: From Kindergarten to Grade 3.
LDR:02518nmm a2200361 4500 001 2404594
005 20241216064735.5
006 m o d
007 cr#unu||||||||
008 251215s2019 ||||||||||||||||| ||eng d
020 $a 9798662542044
035 $a (MiAaPQ)AAI28123343
035 $a AAI28123343
040 $a MiAaPQ $c MiAaPQ
100 1 $a Michalopoulou, Lito Eleni. $3 3774909
245 1 0 $a The Predictive Utility of Teacher Information for Bilingual Students: From Kindergarten to Grade 3.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 111 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Schaefer, Barbara A.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2019.
520 $a The purpose of this study was to examine the predictive utility of teacher information for Spanish-speaking bilinguals in order to provide insights on non-discriminatory assessment and intervention practices and to increase our understanding of the teacher's role in such practices. The predictive utility of teacher information was conceptualized in terms of special education placement at grade 3 and parent-reported diagnoses that students received by third grade. Notably, limited research has examined the predictive utility of teacher information for either academic/learning-related skills or social skills in bilingual populations. Using the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 database, the current study's unweighted sample (N = 13,150) was comprised of 900 Spanish-speaking bilinguals and 12,250 English-speaking monolinguals. Overall, results indicated that kindergarten teacher information regarding language and literacy skills, approaches to learning, and social skills was not generally predictive in terms of special education or clinical diagnosis. In regards to Response to Intervention, analyses indicated that the intervention itself may be predictive of special education placement; however, it is not a moderator. Implications for school psychologists and other school personnel working with bilingual students are discussed.
590 $a School code: 0176.
650 4 $a Bilingual education. $3 2122778
650 4 $a Elementary education. $3 641385
650 4 $a Educational psychology. $3 517650
653 $a Bilingual students
653 $a Predictive utility
653 $a Spanish-speaking bilinguals
690 $a 0525
690 $a 0524
690 $a 0282
710 2 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertations Abstracts International $g 82-02A.
790 $a 0176
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28123343