No abstract

The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis-ofpractice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two '

How much formal schooling for their children do immigrant Latino parents aspire to and expect? Do parents' aspirations or expectations influence children's school achievement? Do aspirations or expectations diminish the longer parents are in the U.S. or if they experience discrimination? Using quantitative and qualitative methods, we address these questions in a longitudinal study (kindergarten to sixth grade) of 81 Latino children and their immigrant parents. We find that (a) parents' educational aspirations are high and invariant throughout the elementary years; however, expectations fluctuate; (b) children's school performance influences parents' expectations, but expectations do not influence performance; and (c) immigrant Latino parents attribute high instrumental value to formal schooling, and neither time spent in the U.S. nor perceived discrimination diminishes this belief.

Symptoms of posttraumatic stress seem to decrease with time, but are persistent in a subset of childhood cancer survivors. Other than time and gender, the predictors of posttraumatic stress symptoms are primarily subjective factors (ie, anxiety and subjective appraisal) rather than objective stressors of treatment and medical sequelae.

Among students entering kindergarten speaking Spanish, those with greater emergent Spanish literacy development and oral English proficiency were better able to maintain grade level performance in Spanish reading, transition more quickly to English reading, and attain a higher level of English reading proficiency in middle school. Non-English speaking student success in learning to read in English does not rest exclusively on primary language input and development, nor is it solely the result of rapid acquisition of English. Both apparently contribute to students' subsequent English reading achievement. Family factors predicting both early Spanish literacy and later English reading were parents' socioeconomic status and family literacy practices, as well as grandparents' educational level. Results suggest that early literacy experiences support subsequent literacy development, regardless of language; and time spent on literacy activity in the native language—whether it takes place at home or at school—is not time lost with respect to English reading acquisition, at least through middle school. The results also indicate the value of encouraging families to provide home literacy activities (in whatever languages they control) as well as formal preschool experiences.