School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Principals for Social Justice: Leaders of School Success for Children from Low-Income Homes

2002 ◽  
Vol 12 (3) ◽  
pp. 281-304 ◽  
Author(s):  
Antoinette F. Riester ◽  
Victoria Pursch ◽  
Linda Skrla
Keyword(s):  
Special Education ◽  
Social Justice ◽  
Elementary Schools ◽  
Academic Success ◽  
Early Literacy ◽  
Low Income ◽  
School Success ◽  
Democratic Culture ◽  
Two Factors

This study examines the role of principals in highly successful elementary schools serving primarily students from low-income homes in influencing two factors viewed as foundational for a school in which social justice is more than simply an abstract ideal: (1) development of early literacy for every child, and (2) avoidance of overidentification and inappropriate placement in special education. Findings discussed include three areas of common beliefs and concomitant practices among the principals of schools in the study: (1) promoting a democratic culture; (2) adopting a prescriptive approach to literacy and academic success; and (3) demonstrating a stubborn persistence in “getting there.”

scholarly journals SCHOOL RACIAL CLIMATE AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS: THE MEDIATING ROLE OF SCHOOL ENGAGEMENT

2017 ◽  
Vol 54 (7) ◽  
pp. 673-688 ◽  
Author(s):  
Charity Brown Griffin ◽  
Shauna M. Cooper ◽  
Isha W. Metzger ◽  
Alexandrea R. Golden ◽  
C. Nicole White
Keyword(s):  
High School ◽  
Academic Achievement ◽  
African American ◽  
High School Students ◽  
School Engagement ◽  
Racial Climate ◽  
School Students ◽  
Mediating Role

Prior Academic Achievement as a Predictor of Non-Cognitive Variables and Teacher and Parent Expectations in Students With Learning Disabilities

2020 ◽  
pp. 073194872092540
Author(s):  
Jose C. Núñez ◽  
Celestino Rodríguez ◽  
Ellián Tuero ◽  
Estrella Fernández ◽  
Rebeca Cerezo
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Learning Disorders ◽  
Students With Learning Disabilities ◽  
Teachers Perceptions ◽  
Mediating Role ◽  
Future Success ◽  
School Learning ◽  
The Relationship

Research has suggested that the relationship between previous academic achievement and student variables is mediated by parent and teacher expectations of the child’s ability and future success. The goal of this study was to analyze the mediating role of teachers’ expectations and teachers’ perceptions of parents’ expectations between previous academic achievement and variables in students with Specific Learning Disorders (SLD) that are significant for school learning. The participants were 230 students with SLD from Spain, aged between 10 and 14 years. Extrinsic variables influenced the students’ intrinsic variables even more than the students’ own experiences of academic success or failure. The way in which teachers in the child’s academic life respond to prior results and the expectations they form can affect their instruction, and ultimately the children’s motivation, involvement, and persistence in learning.

What Stops Creativity?

2018 ◽  
pp. 46-66
Keyword(s):  
Academic Achievement ◽  
Teacher Training ◽  
Educational Institutions ◽  
Educational Systems ◽  
Global Community ◽  
High Stakes ◽  
Accountability System ◽  
Admission Requirements ◽  
Creativity And Innovation

As demand for creativity increases globally the role of education is crucial to prepare future workers to deal with changing expectations of the workforce. Educational institutions should reflect intentional support for development of creativity and innovation. There is a conflicting paradigm of demands for success in the global community and the measures of academic achievement in many schools. Educational systems influence creativity and innovation through environments, socialization, and reward systems. Some specific points of interest about creativity and innovation include research on teachers' interactions and beliefs about creative students, the possible impact of a high stakes accountability system and admission requirements for teacher training.

School Climate

2018 ◽  
pp. 182-208 ◽  
Author(s):  
Ron Avi Astor ◽  
Rami Benbenishty
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
School Violence ◽  
School Level ◽  
Multiple Perspectives ◽  
Representative Study ◽  
Improvement Programs ◽  
The Individual ◽  
Over Time

This chapter reviews the conceptualization and definitions of school climate and examines evidence regarding its correlates and consequences. The review indicates that there are multiple ambiguities in current conceptualizations of climate. The roles of school violence, bullying, and safety are not consistent across definitions. Most definitions focus on climate as it relates to individuals. Far less attention has focused on the school as whole, overlooking to a large extent school level issues, including school subcontexts that have particular subclimates (e.g. “unowned spaces”). The role of the district is also sorely missing. It discusses the importance of conceptualizing and measuring multiple perspectives on school climate, both on the individual and school level. The chapter presents a cross-lagged study of the relationships between school climate, violence, and academic achievement over time in a large and representative study of all schools in California. Finally, the chapter discusses climate improvement programs, interventions, and practices.

Prevention and Early Intervention Programs for Children and Adolescents

2021 ◽  
Author(s):  
Melissa J. Brymer ◽  
Kristine Louie ◽  
Alan M. Steinberg ◽  
Robert S. Pynoos
Keyword(s):  
Children And Adolescents ◽  
Good Deal ◽  
Early Interventions ◽  
Traumatized Children ◽  
Moderating Factors ◽  
Trauma Informed ◽  
Community Types ◽  
Life Trajectory ◽  
The Individual

This chapter provides an overview of basic concepts that lie in the pathway from traumatic stress to a broad range of clinical and life-trajectory outcomes, including characterization of the nature and role of a variety of mediating and moderating factors. Such intervening factors fall within categories of child intrinsic and child extrinsic features. The individual/family and community types of early interventions for children and adolescents after trauma are reviewed. Although many early interventions hold promise, a good deal more methodologically sound research is required to support their use across a variety of contexts. Increased knowledge of mediating and moderating factors on the outcome of trauma can inform development of improved evidence-based screening, clinical assessment, early and intermediate interventions, trauma-informed services for traumatized children and their families across stages of recovery, and public policy.

Sign in / Sign up

Export Citation Format

Share Document