School-Based Assessment with Latina/o Children and Adolescents

Zamarripa, Manuel X.; Lerma, Eunice

doi:10.1007/978-1-4614-4412-1_21

Cited by 16 publications

(4 citation statements)

References 47 publications

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“…Given the direct applicability of education studies toward the development of interventions and policies, it is imperative to understand the diversity of the group to be analyzed. Latinxs are not a homogeneous group, and different cultural characteristics can play an important role in learning [65] .…”

Section: Discussionmentioning

confidence: 99%

“…Historically, most education studies in Latinxs have taken place in the United States and Puerto Rico, and the results have been extrapolated to other Latinx groups [64] , [65] . Performing multinational PBL education studies is not trivial, as countries have different regulations, academic priorities and calendars that can interfere with the execution of the studies [66] .…”

Section: Discussionmentioning

confidence: 99%

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Cloud-controlled microscopy enables remote project-based biology education in underserved Latinx communities

Baudin

Sacksteder

Worthington

et al. 2022

Heliyon

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Cloud-controlled microscopy enables remote project-based biology education in underserved Latinx communities

Baudin

Sacksteder

Worthington

et al. 2022

Heliyon

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“…A contextualized and hence holistic understanding of Latino students requires knowledge and awareness of these intersecting variables (i.e., terminology, generational status values and selfidentifiers) so as to tailor comprehensive and culturally responsive strategies to address disproportionality. Furthermore, deeper cultural understanding for the largest population of elementary school children (Arredondo et al, 2014) may provide insight into how salient cultural values of Latino students and their families impact their journey through the educational pipeline (Zamarripa & Lerma, 2013). Rapid assessment of these characteristics may be used to inform the educational practices to address disproportionality for Latino students.…”

Section: Debunking Inept Education Research and Practices With Latinosmentioning

confidence: 99%

Special Education Referrals and Disciplinary Actions for Latino Students in the United States

Moreno

Segura-Herrera²

2013

Multicultural Learning and Teaching

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Latino students are the largest growing minority group in the U.S. school system. However, there are critical barriers that impeded the development of sustained academic success for this particular population. Latino students have been found to be over-represented in the delivery of disciplinary actions and in the identification of disabilities in special education populations. While the two concerns may appear to be separate, they are interdependent as a history of disciplinary actions can lead to an unjustified referral to special education for evaluation. The coupling of high disciplinary actions and biased referrals to special education has led to the over-representation of Latino students with emotional/behavioral disorders (EBD). In this article, we discuss the contextual background of Latino students in today's schools, the excessive use of disciplinary actions for them, and their disproportionate representation in special education populations. Additionally, we present two recommended actions as a pair of first steps to address the improper referral pipeline.

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“…Cultural, contextual and linguistic factors can influence the different types of validity and reliability of assessment instruments, emphasizing the need for adaptation processes and cultural validation, involving different players in the educational system (Davidson et al, 2018;McKown, 2015;Zamarripa & Lerma, 2013).…”

Section: Introductionmentioning

confidence: 99%

Development and validation of a socio-emotional skills assessment instrument for sixth grade of Primary Education in Uruguay

Panizza

Cuevasanta

Mels

2020

Estud. psicol. (Campinas)

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The development and implementation of instruments with high psychometric standards for the assessment and monitoring of socio-emotional skills is considered an important step in the agenda for their promotion in educational contexts. This article describes the process behind the development and validation of a large-scale assessment instrument of socio-emotional skills – including interpersonal and intrapersonal skills and aspects related to motivation and self-regulation –, for sixth grade primary school-children in Uruguay. We present results regarding factor structure and internal consistency obtained in throughout three studies. We conclude that the final instrument presents proper psychometric qualities, including evidence of convergent validity. Nonetheless, it is recognized that the development of assessment instruments of this type requires continued efforts for its improvement based on a longitudinal and iterative review.

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School-Based Assessment with Latina/o Children and Adolescents

Cited by 16 publications

References 47 publications

Cloud-controlled microscopy enables remote project-based biology education in underserved Latinx communities

Cloud-controlled microscopy enables remote project-based biology education in underserved Latinx communities

Special Education Referrals and Disciplinary Actions for Latino Students in the United States

Development and validation of a socio-emotional skills assessment instrument for sixth grade of Primary Education in Uruguay

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