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Ramírez, Albert

doi:10.1023/a:1023705511946

Cited by 215 publications

(85 citation statements)

References 12 publications

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“…These aspects of the curriculum are important in good parenting (Sanders & Mazzucchelli, 2013) and in modeling emotional health (Gerull & Rapee, 2002). The Abriendo Puertas program in New Mexico addresses issues of partnership, critical dialogue, and parental engagement in such a way as to overcome the findings of research literature which suggest Latino parents feel unwelcome in school settings (Pushor, 2005;Ramirez, 2003). In addition to these benefits, participants report that involvement in the program allows them to transmit new skills to their children, including that of self-regulation through identification of their own emotions.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Family engagement programs are one means by which schools can create a partnership with families to address issues of child wellness, academic achievement, and overall family support (Henderson, 2007). This support is especially valuable for groups that are marginalized in school settings (Pushor, 2007;Ramirez, 2003) through the standard curriculum (Apple, 2014), through class stereotypes (Anyon, 1980), and through racism (Weissglass, 2001;Bonilla-Silva, 1997;Tatum, 2003). Emotional support is a valuable tool for all families, as parents are "their child's first teacher" (Bridges et al, 2012).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…While family involvement represents an important potential asset in our educational system, it is too often ignored by educators who reflect conventional prejudices. Latino parents have not infrequently mentioned feeling unwelcome in classrooms due to language barriers (Ramirez, 2003). Just as common have been Latino complaints that non-Latino teachers have appeared indifferent with respect to their children's education (Tinkler, 2002).…”

Section: Family Involvement In Emotional Curriculum and Implementationmentioning

confidence: 99%

“…The importance of parent involvement in their child's development and school settings has led to extensive study over the past several decades (Auerbach, 1989;Bronfenbrenner, 1979Bronfenbrenner, , 2000Epstein, 1995;Ramirez, 2003;Taylor, 1983). Historically, family literacy referred to programs that provide families with opportunities to learn together such early childhood skills as reading and writing (Marrow, 1995;Taylor, 1983).…”

Section: Family Engagementmentioning

confidence: 99%

“…This can be due to the "deficit perspectives" that are held by social and emotional researchers (Goleman, 2006) and/or educator stereotypes held toward immigrant populations (Tinkler, 2002). The cultural relevance of family engagement programs is especially important with respect to Latino parents who are recent immigrants and who must contend with such additional stressors in school settings as race, language barriers, and educator prejudice (Quezada, Diaz, & Sanchez, 2003;Ramirez, 2003). Over the last three decades, family literacy programs have worked to bridge the educational and social gaps for young children of such parents (Auerbach, 1989).…”

Section: Introductionmentioning

confidence: 99%

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Social and Emotional Learning with Families

Dinallo¹

2016

JEL

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A Community Based Participatory Research (CBPR) framework was used in this study to gather and analyze the perceptions of mothers involved in a critical family literacy program designed to foster social and emotional development. Through narrative inquiry, participants discussed perceptions of their children's social-emotional development and the expanded use of existing parenting tools. Even though parents are primary agents of change, the cultural backgrounds of families has too often been a missing ingredient in both the curriculum development and participation phases of and social and emotional learning within school-based programs. Family engagement programs are particularly important for Latino parents who are recent immigrants, as they have the additional burden of contending with such stressors in school settings as race, language barriers, and stereotypes afflicting educators. All participants in this study had existing knowledge in the area of emotional development and were able to discuss the value of self-care and self-regulation with respect to parenting their children. This research contributes to studies in the fields of family engagement and popular education pedagogy besides providing the reader with an examination of the implications of effective socio-emotional curriculum in elementary school settings.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Family Involvement In Emotional Curriculum and Implementationmentioning

confidence: 99%

Section: Family Engagementmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Social and Emotional Learning with Families

Dinallo¹

2016

JEL

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Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Kim

Cappella

2016

American J of Comm Psychol

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Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.

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Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges

Ackerman

Tazi

2015

ETS Research Report Series

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pic@ets.orgCopies can be downloaded from:www.ets.org/research/picThe views expressed in this report are those of the author and do not necessarily reflect the views of the officers and trustees of Educational Testing Service. About ETSAt ETS, we advance quality and equity in education for people worldwide by creating assessments based on rigorous research. ETS serves individuals, educational institutions and government agencies by providing customized solutions for teacher certification, English language learning, and elementary, secondary and postsecondary education, and by conducting education research, analysis and policy studies. Founded as a nonprofit in 1947, ETS develops, administers and scores more than 50 million tests annually -including the TOEFL ® and TOEIC ® tests, the GRE ® tests and The Praxis Series ® assessments -in more than 180 countries, at over 9,000 locations worldwide. Policy Information Report and ETS Research Report Series ISSN 2330-8516 R E S E A R C H R E P O R T Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing ChallengesDebra J. Ackerman 1 & Zoila Tazi 2 1 Educational Testing Service, Princeton, NJ 2 Mercy College, Dobbs Ferry, NY Dual language learners, or DLLs, may have greater school readiness needs due to the key role English oral language skills play in the development of emerging literacy skills in English and their overall academic achievement. This especially can be the case if children's capacity to benefit from classroom instruction and interact with teachers and fellow students is dependent on their English language proficiency. This policy report examines key factors contributing to young Hispanic DLLs academically at-risk status, as well as the emerging research base on strategies for supporting the learning and development of DLLs in preschool and the early primary grades. Also addressed are the practical, on-the-ground implementation challenges to be addressed if early education programs are to incorporate these strategies.Keywords Dual language learners; preschool; early education doi:10.1002/ets2.12045 This report arises out of three independent, yet consequentially relevant U.S. policy contexts: a strong federal focus on enhancing the quality of early education programs, a rapidly growing population of Hispanic preschoolers, and the need for concrete, on-the-ground instructional strategies for improving the learning outcomes of preschool to Grade 3 students who are not yet proficient in English. Furthermore, the relevance of these contexts emerges when considering the goals of the federal Race to the Top-Early Learning Challenge (RTT-ELC) and the demographics of the 20 states that have been awarded close to $1 billion in funding since the initiative began in 2011. For example, RTT-ELC aims to improve highneed infant, toddler, and preschoolers' access to high-quality early learning and development programs as a means for enhancing their school readiness. To accomplish this goal, the initiative targets the coordinatio...

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Untitled

Cited by 215 publications

References 12 publications

Social and Emotional Learning with Families

Social and Emotional Learning with Families

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges

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