Variables Affecting Achievement of Middle School Mexican-American Students

Hernández, Norma Gutiérrez

doi:10.3102/00346543043001001

Cited by 33 publications

(12 citation statements)

References 63 publications

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“…Because research (Braun, 1976;Edington, 1970;Maehr, 1976) has shown the importance of self-concept to achievement, educators have wanted to know what can be done at school to enhance selfconcept. In this regard, research findings seem to indicate that teachers need to monitor carefully their expectations of students (Finn, 1972) and their interpersonal contacts with children (Hernandez, 1973) to influence self-concept positively. In addition, teachers] curriculum specialists, and administrators need to find alternatives to ability grouping if they are to enhance the self-concepts of average-and low-ability children.…”

Section: Multimodal Education and The Classroommentioning

confidence: 94%

Multimodal Education: Affective Education and Beyond

Gerler

1980

The Humanist Educator

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Section: Multimodal Education and The Classroommentioning

confidence: 94%

Multimodal Education: Affective Education and Beyond

Gerler

1980

The Humanist Educator

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“…what methods the child used to approach the task, what methods the child used to relate to his/her therapist, and how the child and therapist interact would be important to the learning process. Certainly those who have investigated motivational style, cognitive style, human relational style, and social interaction on academic learning have stressed their influence on the learning process and on the effectiveness of the process (Brophy, 1978;Hernandez, 1973;Ramirez & Castaneda, 1974). If the education of each child is to be effective, teachers must examine the various expressions of these factors among the classroom population and incorporate this knowledge into the teaching practices (Bloom, 1976).…”

Section: The Paediatric Therapistmentioning

confidence: 99%

The Interaction of Culture and Learning: Implications for Occupational Therapy

Jamieson

1985

Can J Occup Ther

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Occupational therapists have agreed that culture can affect therapy by influencing such factors as acceptance of a physical disability, attitude to the sick role, and perceived pain. Occupational therapists however, seem to have ignored the fact that culture also affects factors that influence learning. Learning can be a critical component of paediatric occupational therapy; therefore, it would seem desirable if not necessary for therapists who work with children from different cultural groups to be aware of the cultural variations in those characteristics that influence learning. With this knowledge, therapists would be able to develop strategies that would complement the unique characteristics of each child and ensure effective therapy This paper supports this argument. It introduces therapists to the research literature on the cultural variations in motivational style, cognitive style, human relational style and social interaction and discusses how the literature could be used to develop more effective therapy

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“…The research discussed in this section clearly brings the traditional research (e.g., Hernandez, 1973;, based upon broad demographic variables, such as socioeconomic status, parental educational level, aspirations, and emphasis on education, into serious question. This research also brings the field a giant step towards the empirical validation of important causal relationships and a technology of effective interventions.…”

Section: Research On Home Environmental Variablesmentioning

confidence: 99%

Environmental Variables Affecting the School Achievement of Culturally and Linguistically Different Learners: An Instructional Perspective

Arreaga-Mayer

Greenwood

1986

NABE Journal

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The literature offers many explanations for the differential educa tional attainment of culturally and linguistically different learners. However, research on effective methods is relatively scarce. This review of the literature was designed to examine the research basis for the school achievement of culturally and linguistically different learn ers from the standpoint of instructional effectiveness and the opportu nity to learn. This review concentrated upon research which directly assessed specific ecological/instructional processes in relationship to achievement outcome measures. An important contribution of the present review is the focus upon functional ecological and teaching variables affecting the academic performance of culturally and lin guistically different learners.

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Variables Affecting Achievement of Middle School Mexican-American Students

Cited by 33 publications

References 63 publications

Multimodal Education: Affective Education and Beyond

Multimodal Education: Affective Education and Beyond

The Interaction of Culture and Learning: Implications for Occupational Therapy

Environmental Variables Affecting the School Achievement of Culturally and Linguistically Different Learners: An Instructional Perspective

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