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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Predictive Utility of Teacher Information for Bilingual Students :/
Reminder of title:	From Kindergarten to Grade 3.
Author:	Michalopoulou, Lito Eleni.
Description:	1 online resource (111 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Bilingual education. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (111 pages)

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

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

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798662542044Subjects--Topical Terms:

1148431
Bilingual education.
Subjects--Index Terms:

Bilingual studentsIndex Terms--Genre/Form:

554714
Electronic books.

The Predictive Utility of Teacher Information for Bilingual Students : = From Kindergarten to Grade 3.
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500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
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502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2019.
504 $a Includes bibliographical references
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.
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