An R&D Approach to the Educational Challenges of the Growing Latino Population in the United States’ “New South”
DOI:
https://doi.org/10.52242/gatesol.38Keywords:
Latino students, New South, culturally responsive pedagogyAbstract
The authors here outline three evidence-driven school-based initiatives of the Center for Latino Achievement and Success in Education at the University of Georgia: an afterschool program, culturally-responsive pedagogy training, and a longitudinal study of Latino students. All these initiatives focus on improving educational outcomes for Latino students throughout the state.
References
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Elbaum, B., Vaughn, S., Hughes, M. T., & Moody S. W. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology, 92(4), 605-619.
Howard, G.R. (2006). We can’t teach what we don’t know: White teachers, multiracial schools. New York: Teachers College Press.
Lauer, P. A., Akiba, M., Wilkerson, S. B., Apthorp, H. S., Snow, D., Martin-Glenn, M. L. (2006). Out-of-school-time programs: A meta-analysis of effects for at-risk students. Review of Educational Research, 76(2), 275-313.
Madrid, M. E., (2011). The Latino Achievement Gap. Multicultural Education. 19(3), 7-12.
Mellom, P. J., Nixon, C., Gokee, R., & Portes, P.R. (2012). Ping pong vs. pinball: Instructional Conversation as a tool for L2 language development. Presented at the Second Language Research Forum. Pittsburgh, Pennsylvania.
Mellom, P.J., Straubhaar, R., Balderas, C., Ariail, M., & Portes, P.R. (2015). “They come with nothing:” Perceived effects of professional development in a culturally responsive pedagogy on teacher attitudes towards English Language Learners. Manuscript submitted for publication.
Mira, W., Portes, P.R., Mellom, P. J., & Moreno, D. (2012). An evaluation of a tutoring and mentoring program involving undergraduate college students and elementary school English learners. Presented at the 2012 Annual Meeting for the American Educational Research Association. Vancouver, BC, Canada.
National Center for Educational Statistics. (2013). Digest of education statistics. Washington, DC: U.S. Department of Education.
National Center for Education Statistics. (2014). The condition of education 2014: English language learners. Washington, D.C.: U.S. Department of Education.
National Center on Immigrant Integration Policy. (2010).Top languages spoken by English language learners nationally and by state. Washington, D.C.: Migration Policy Institute.
Portes, P. R. (2005). Dismantling educational inequality: A sociocultural approach to closing the achievement gap. New York: Peter Lang.
Portes, P. R. (2014). Making kids smarter: How to maximize children’s intellectual development and creativity (3rd Ed.). Colorado: Portes Books Publishing.
Portes, P.R., & Salas, S. (2010). In the shadow of Stone Mountain: Identity development, structured inequality, and the education of Spanish-speaking children. Bilingual Research Journal, 33(2), 241-248.
Portes, P.R., Salas, S., Baquedano-López, P. & Mellom, P. J. (Eds.) (2014). U.S. Latinos in schools: Research-based policy directions for change. New York: Routledge.
Ritter, G. W., Barnett, J. H., Denny, G. S., & Ginger, R. A. (2009). The effectiveness of volunteer tutoring programs for elementary and middle school students: A meta-analysis. Review of Educational Research, 79(1), 3-38.
Thomas, W., & Collier, V. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Washington, D.C.: Office of Educational Research and Improvement.
U.S. Census Bureau (2010). The Hispanic population: 2010. Washington, D.C.: U.S. Department of Commerce.
U.S. Department of Education (2011). Achievement gaps: How Hispanic and White students in public schools perform in mathematics and reading on the National Assessment of Educational Progress (Publication No. NCES 2011-485). Washington, D.C.: Institute of Education Sciences.
Valdes, G. (2001). Learning and not learning English: Latino students in American schools. New York: Teachers College Press.
Walker, Shafer & Iiams (2004). “Not in my classroom:” Teachers’ attitudes towards ELLs. Journal of Research & Practice, 2, 1, 130-160.
Elbaum, B., Vaughn, S., Hughes, M. T., & Moody S. W. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Journal of Educational Psychology, 92(4), 605-619.
Howard, G.R. (2006). We can’t teach what we don’t know: White teachers, multiracial schools. New York: Teachers College Press.
Lauer, P. A., Akiba, M., Wilkerson, S. B., Apthorp, H. S., Snow, D., Martin-Glenn, M. L. (2006). Out-of-school-time programs: A meta-analysis of effects for at-risk students. Review of Educational Research, 76(2), 275-313.
Madrid, M. E., (2011). The Latino Achievement Gap. Multicultural Education. 19(3), 7-12.
Mellom, P. J., Nixon, C., Gokee, R., & Portes, P.R. (2012). Ping pong vs. pinball: Instructional Conversation as a tool for L2 language development. Presented at the Second Language Research Forum. Pittsburgh, Pennsylvania.
Mellom, P.J., Straubhaar, R., Balderas, C., Ariail, M., & Portes, P.R. (2015). “They come with nothing:” Perceived effects of professional development in a culturally responsive pedagogy on teacher attitudes towards English Language Learners. Manuscript submitted for publication.
Mira, W., Portes, P.R., Mellom, P. J., & Moreno, D. (2012). An evaluation of a tutoring and mentoring program involving undergraduate college students and elementary school English learners. Presented at the 2012 Annual Meeting for the American Educational Research Association. Vancouver, BC, Canada.
National Center for Educational Statistics. (2013). Digest of education statistics. Washington, DC: U.S. Department of Education.
National Center for Education Statistics. (2014). The condition of education 2014: English language learners. Washington, D.C.: U.S. Department of Education.
National Center on Immigrant Integration Policy. (2010).Top languages spoken by English language learners nationally and by state. Washington, D.C.: Migration Policy Institute.
Portes, P. R. (2005). Dismantling educational inequality: A sociocultural approach to closing the achievement gap. New York: Peter Lang.
Portes, P. R. (2014). Making kids smarter: How to maximize children’s intellectual development and creativity (3rd Ed.). Colorado: Portes Books Publishing.
Portes, P.R., & Salas, S. (2010). In the shadow of Stone Mountain: Identity development, structured inequality, and the education of Spanish-speaking children. Bilingual Research Journal, 33(2), 241-248.
Portes, P.R., Salas, S., Baquedano-López, P. & Mellom, P. J. (Eds.) (2014). U.S. Latinos in schools: Research-based policy directions for change. New York: Routledge.
Ritter, G. W., Barnett, J. H., Denny, G. S., & Ginger, R. A. (2009). The effectiveness of volunteer tutoring programs for elementary and middle school students: A meta-analysis. Review of Educational Research, 79(1), 3-38.
Thomas, W., & Collier, V. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Washington, D.C.: Office of Educational Research and Improvement.
U.S. Census Bureau (2010). The Hispanic population: 2010. Washington, D.C.: U.S. Department of Commerce.
U.S. Department of Education (2011). Achievement gaps: How Hispanic and White students in public schools perform in mathematics and reading on the National Assessment of Educational Progress (Publication No. NCES 2011-485). Washington, D.C.: Institute of Education Sciences.
Valdes, G. (2001). Learning and not learning English: Latino students in American schools. New York: Teachers College Press.
Walker, Shafer & Iiams (2004). “Not in my classroom:” Teachers’ attitudes towards ELLs. Journal of Research & Practice, 2, 1, 130-160.
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Published
12/13/2015
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Section
Innovative School-Based Program and Report
How to Cite
An R&D Approach to the Educational Challenges of the Growing Latino Population in the United States’ “New South”. (2015). GATESOL Journal, 25(1). https://doi.org/10.52242/gatesol.38