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Informationen zum Autor Virginia Gonzalez Ph. D. is Professor of Education at the University of Cincinnati. She has an interdisciplinary professional and academic background, with an M.A. in Bilingual Special Education and a Ph. D. in Educational Psychology, both from The University of Texas at Austin. She was formerly a faculty member at Texas A&M University and at The University of Arizona. She is an expert in bilingual education. One of Dr. Gonzalez's major areas of expertise is the development of research models that explain cognitive and linguistic development in Hispanic students who have learned English as a Second Language (ESL). These models have implications in assessment, learning processes, and instructional programs. Dr. Gonzalez has published multiple books and journal articles concerning these areas. Klappentext Presently, school populations represent a culturally and linguistically diverse student body. Students are put at risk of failure in the school environment due to overlooked developmental factors and external socio-historical factors. Due to this shift in diversification, non-traditional educational needs must be recognized. This work offers a comparative and alternative framework for students and faculty to address this contemporary challenge. It presents a unique, state-of-the-art, ecological, and multidimensional view of the differential effect of socio-cultural and socioeconomic factors on the development of both minority and majority students. The database studies illustrate methodological advances in the field of ethnic research and provide solutions for traditional methodological problems. Inhaltsverzeichnis Part 1 List of Tables Part 2 Foreword Part 3 Preface Part 4 I: Socio-cultural and Socioeconomic Status (SES) Factors Affecting Minority and Mainstream Children's Development and Academic Achievement Chapter 5 A Multidimensional Perspective of Minority and Mainstream Children's Development and Academic Achievement Chapter 6 Socio-cultural Factors in the Family and School Systems Mediating Minority Children's Development and Academic Achievement Part 7 II: An Alternative Research View to the Study of Development and Academic Achievement in Minority and Mainstream Children Chapter 8 Cultural and Linguistic Giftedness in Hispanic Kindergartners: Analyzing the Validity of Alternative and Standardized Assessments Chapter 9 Relationship of Family Structure Factors to Gifted, Hispanic, Poor Children's Cognitive and Linguistic Development Chapter 10 Parents' Perceptions and Home Environmental Factors Influencing Potential Giftedness in Monolingual Low and High Socioeconomic Status (SES) Preschoolers Chapter 11 Developmentally Adequate Assessment Practices When Screening Classroom Performance in Kindergartners Chapter 12 Academic Resilience in Young Children: Understanding the Relationship between Temperament and Quality of the Parent-Child Relationship Chapter 13 Conclusions: Patterns and Theoretical and Educationally Applied Implications Part 14 Index Part 15 About the Author...
