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Behavioral and academic competencies...

State University of New York at Buffalo., Psychology.

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Behavioral and academic competencies associated with English language learner status.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Behavioral and academic competencies associated with English language learner status./
Author:	Garefino, Allison C.
Description:	86 p.
Notes:	Advisers: William E. Pelham, Jr.; Greta Massetti.
Contained By:	Dissertation Abstracts International70-05B.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3356028
ISBN:	9781109157192

Behavioral and academic competencies associated with English language learner status.
Garefino, Allison C.

Behavioral and academic competencies associated with English language learner status. - 86 p.

Advisers: William E. Pelham, Jr.; Greta Massetti.

Thesis (Ph.D.)--State University of New York at Buffalo, 2009.

Twenty percent of the children in the United States ages 5 to 17 years old are English language learner (ELL) students. Research suggests that ELL students are at risk for high rates of externalizing behaviors and poor academic achievement. Other risk factors include limited parent involvement in school and the possibility of a more conflicted relationship with teachers. Using the multiple levels of the Social Ecological Model as a framework, this study sought to: (1) examine whether there are differences in externalizing behavior problems as a function of ELL status; (2) examine the involvement of parents of ELL students versus fluent English speaking students with their teachers and school; (3) examine the quality of the relationship between teachers and ELL students versus teachers and fluent English speaking students, and (4) examine whether there are differences in the perception of academic achievement as a function of student language status. Results of analyses from structural equation modeling indicate that ELL status is predictive of higher rates of teacher reported externalizing behavior problems, and of a more conflicted student-teacher relationship. Clinical implications of the association between ELL status with teachers' perceptions of externalizing behaviors and conflicted student-teacher relationships are discussed. Possible policy changes are also suggested.

ISBN: 9781109157192Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Behavioral and academic competencies associated with English language learner status.
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100 1 $a Garefino, Allison C. $3 1024087
245 1 0 $a Behavioral and academic competencies associated with English language learner status.
300 $a 86 p.
500 $a Advisers: William E. Pelham, Jr.; Greta Massetti.
500 $a Source: Dissertation Abstracts International, Volume: 70-05, Section: B, page: .
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2009.
520 $a Twenty percent of the children in the United States ages 5 to 17 years old are English language learner (ELL) students. Research suggests that ELL students are at risk for high rates of externalizing behaviors and poor academic achievement. Other risk factors include limited parent involvement in school and the possibility of a more conflicted relationship with teachers. Using the multiple levels of the Social Ecological Model as a framework, this study sought to: (1) examine whether there are differences in externalizing behavior problems as a function of ELL status; (2) examine the involvement of parents of ELL students versus fluent English speaking students with their teachers and school; (3) examine the quality of the relationship between teachers and ELL students versus teachers and fluent English speaking students, and (4) examine whether there are differences in the perception of academic achievement as a function of student language status. Results of analyses from structural equation modeling indicate that ELL status is predictive of higher rates of teacher reported externalizing behavior problems, and of a more conflicted student-teacher relationship. Clinical implications of the association between ELL status with teachers' perceptions of externalizing behaviors and conflicted student-teacher relationships are discussed. Possible policy changes are also suggested.
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710 2 $a State University of New York at Buffalo. $b Psychology. $3 1024086
773 0 $t Dissertation Abstracts International $g 70-05B.
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790 1 0 $a Pelham, William E., Jr., $e advisor
790 1 0 $a Sechrist, Gretchen $e committee member
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