View in EDS HTML Full Text PDF Full Text

Teacher Collaboration and Latinos/as' Mathematics Achievement Trajectories

Saved in:
Bibliographic Details
Title: Teacher Collaboration and Latinos/as' Mathematics Achievement Trajectories
Language: English
Authors: Bottia, Martha Cecilia, Moller, Stephanie, Mickelson, Roslyn Arlin, Stearns, Elizabeth, Valentino, Lauren
Source: American Journal of Education. Aug 2016 122(4):505-535.
Availability: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu/ucp/journals/journal/aje.html
Peer Reviewed: Y
Page Count: 31
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Kindergarten
Primary Education
Early Childhood Education
Elementary Education
Descriptors: Teacher Collaboration, Mathematics Achievement, Low Achievement, Hispanic American Students, Children, Longitudinal Studies, Surveys, Age Differences, Correlation, Language Usage, English (Second Language), Achievement Gains, Kindergarten, Elementary Education
Assessment and Survey Identifiers: Early Childhood Longitudinal Survey
DOI: 10.1086/687274
ISSN: 0195-6744
Abstract: Latino/a students' low mathematics achievement is a pressing issue given their increasing numbers in the United States. This study explores the relationship between teacher collaboration and Latino students' math achievement, taking into account the great diversity of Latinos/as in America. Using multilevel growth models, we analyze Early Childhood Longitudinal Survey-K data from approximately 1,900 Latino/a students and find that teacher collaboration has, on average, a nonsignificant effect on the mathematics achievement growth of all Latino/a students between kindergarten and fifth grade. However, when analyzed separately, teacher collaboration is shown to have a positive relationship with the math academic trajectories of Latino immigrant students, while having a negative association with the math trajectories of Latino/a students who do not speak English at home.
Abstractor: As Provided
Entry Date: 2016
Accession Number: EJ1108832
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:Latino/a students' low mathematics achievement is a pressing issue given their increasing numbers in the United States. This study explores the relationship between teacher collaboration and Latino students' math achievement, taking into account the great diversity of Latinos/as in America. Using multilevel growth models, we analyze Early Childhood Longitudinal Survey-K data from approximately 1,900 Latino/a students and find that teacher collaboration has, on average, a nonsignificant effect on the mathematics achievement growth of all Latino/a students between kindergarten and fifth grade. However, when analyzed separately, teacher collaboration is shown to have a positive relationship with the math academic trajectories of Latino immigrant students, while having a negative association with the math trajectories of Latino/a students who do not speak English at home.
ISSN:0195-6744
DOI:10.1086/687274