Waking the Sleeping Giant: Engaging and Capitalizing on the Sociocultural Strengths of the Latino Community

Osterling, Jorge P.

doi:10.1080/15235882.2001.10162785

Cited by 18 publications

(10 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…O facto de o desempenho escolar resultar da confluência de um número significativamente elevado de factores contribuiu para que este tema pudesse ser analisado numa grande multiplicidade de abordagens, que conseguimos agrupar em torno de três perspectivas de investigação. A primeira perspectiva reúne questões de âmbito sócio-cultural e inclui estudos sobre o estatuto sócio-económico (Coleman et al, 1966;Chall, 1996;Payne & Biddle, 1999;Thomas & Stockton, 2009), o grau de literacia da família (Weinstein, 1998;Pierce & Brisk, 2002;Connelly-Weida, 2007), a participação da família na vida escolar (Epstein, 1995;Osterling, 2001; Barrigas, Vieira, Fragoso, Ferreira, & Vargas, 2004), a influência dos professores (Ashton, 1996;Greenwald, Hedges, & Laine, 1996;Fetler, 1999), ou a influência cultural (McKenna, Kear, & Ellsworth, 1995;Mazzeo, Allen, & Kline, 1995;Diamond & Onwuegbuzie, 2001). A segunda perspectiva reúne aspectos de índole psicossocial e abrange estudos na área da inteligência (Jensen, 1998;Frey & Detterman, 2004;Rohde & Thompson, 2006), da personalidade (Kifer, 1975;Stewart & Louisa, 2006;Amin & Chowdhury, 2006) e da auto-estima (Byrne, 1996;Senos, 1997;Mann, Hosman, Schaalma, & De Vries, 2004;El-Anzi, 2005;Barrigas, Fragoso, & Vieira, 2007, 2009.…”

Section: Introductionunclassified

Maturidade, desempenho académico, capacidade de raciocínio e estatuto sócioeconómico em crianças de Lisboa entre os 6 e os 13 anos de idade

Barrigas¹,

Fragoso²

2013

RPE

View full text Add to dashboard Cite

O presente artigo pretende avaliar a associação entre a maturidade, o desempenho académico (DA), a capacidade de raciocínio (CR) e o estatuto sócio-económico (ESE), numa amostra de 792 crianças (394 rapazes e 398 raparigas), com idades entre os 6 e os 13 anos. A maturidade foi calculadacom recurso à idade óssea (Tanner et al., 2001) e o DA foi obtido através de inquérito aos professores, resultados em testes de aferição e níveis alcançados no 2.º período lectivo. O ESE foi calculado através da Escala de Graffar (Graffar, 1958) e a CR foi obtida através da aplicação do teste das Matrizes Progressivas Coloridas de Raven (Raven, 1963). Os dados foram tratados com o programa SPSS 17.0 (p≤.05). Verificámos que o DA estava directamente relacionado com o ESE, que a CR dos rapazes era superior à das raparigas, que não existiam diferenças entre o DA dos rapazes e das raparigas nas diferentes classes de ESE, que os rapazes mais maturosobtinham resultados académicos superiores aos alcançados pelos menos maturos, que a maturidade estava associada ao DA e que essa associação estava, na generalidade das situações, dependente da associação entre o ESE e o DA.Palavras-chaveMaturidade; Desempenho académico; Capacidade de raciocínio; Estatuto sócio-económico

show abstract

Section: Introductionunclassified

Maturidade, desempenho académico, capacidade de raciocínio e estatuto sócioeconómico em crianças de Lisboa entre os 6 e os 13 anos de idade

Barrigas¹,

Fragoso²

2013

RPE

View full text Add to dashboard Cite

show abstract

“…Conversely children, adolescents and parents of refugee background may have cognitive skills that are not recognised, or are under-utilised in the acquisition of new skills (Osterling, 2001). Many refugee children and adolescents have been responsible for procuring food and essential material goods for their families, looking after younger siblings as well as habitually taking precautions against threats of violence.…”

Section: Relevance Of Experience With Cognitive Tasks To Learning Andmentioning

confidence: 99%

“…Extrapolating intelligence levels from scores on standardised tests given the background of such a cohort was inappropriate. Evidence that minority groups are overrepresented in special education in England, the United Sates and the Netherlands (Hill, 2005) can also be misused to infer intellectual inferiority of some ethnic groups (Osterling, 2001).…”

Section: Implications For Assessmentmentioning

confidence: 99%

Effects of trauma and the refugee experience on psychological assessment processes and interpretation

Kaplan

2009

Australian Psychologist

View full text Add to dashboard Cite

All psychological assessments occur in a cultural context, whoever the participants. When the participant being assessed is someone of refugee background, several contextual domains, both current and historical, require close attention. Those domains are the effects of torture, violence and traumatic loss; pre‐arrival hardships such as poor nutrition, inadequate shelter, lack of access to health services and disruptions to schooling; settlement stresses involving unfamiliarity with Australian systems and discrimination; and family functioning and fractures to family nurturance, maintained by ongoing separation from and dangers to significant others left behind. Given that the purpose of psychological assessment is to formulate appropriate interventions for promoting mental health, learning and wellbeing for individuals presenting with special needs, professional expertise demands a comprehensive analysis of the causes of identified problems.

show abstract

“…Jiménez (2001) feels this creates a disconnect between school literacy tasks and the realities of students' lives, and for this reason teachers should be willing to be fl exible with practices that work for students. Osterling (2001) also emphasizes the need for teachers to redefi ne their approaches and methods in the classroom and beyond.…”

Section: Introductionmentioning

confidence: 99%

In Consideration of Latino Children: a sociocultural perspective of literacy skills development using Literature Circles

Bryant

2011

Colomb. appl. linguist. j

View full text Add to dashboard Cite

This article, reflecting a sociocultural perspective and connections to current research, presents a discussion about the importance of engaging Latino children in literature circle discussions using culturally appropriate, meaningful, and relevant childrenʼs literature in classrooms in the United States. In addition, teachers are encouraged to be reflective practitioners and to consider a “funds of knowledge” perspective by taking time to understand the literacy practices of the families at home and how they may contribute to success in school for Latino children.

show abstract

Waking the Sleeping Giant: Engaging and Capitalizing on the Sociocultural Strengths of the Latino Community

Cited by 18 publications

References 13 publications

Maturidade, desempenho académico, capacidade de raciocínio e estatuto sócioeconómico em crianças de Lisboa entre os 6 e os 13 anos de idade

Maturidade, desempenho académico, capacidade de raciocínio e estatuto sócioeconómico em crianças de Lisboa entre os 6 e os 13 anos de idade

Effects of trauma and the refugee experience on psychological assessment processes and interpretation

In Consideration of Latino Children: a sociocultural perspective of literacy skills development using Literature Circles

Contact Info

Product

Resources

About