Culturally responsive teaching and teacher expectations for Latino middle school students
Bibliographic Data
| ID | 8248180 |
|---|---|
| Authors | Chelsea Garcia (New Mexico State University, corresponding author), Heejung Chun (0000-0002-8555-0735, New Mexico State University) |
| Year | 2016 |
| Volume | 4 |
| Issue | 3 |
| Pages | 173-187 |
| Publication date | 2016-08-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Latina/o Psychology (JOURNAL) |
| Journal identifiers | ISSN: 2163-0070 • E-ISSN: 2168-1678 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/lat0000061 |
| OpenAlex | W2336566766 |
| Language | EN |
| Citations received | 17 |
Mathematics education · Medical education · Pedagogy · Sociology · Medicine · Psychology · Teacher Education and Leadership Studies
Listen Up! We Have Something to Say
Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background
Unveiling Epistemic Injustice in Education
Place-Based Environmental Civic Science
Teaching migrant learners
Teacher autonomy for improving teacher self-efficacy in multicultural classrooms
“We Are Pigeonholed”
We’re More Than Just Black History Month
Before We Let Go
The Role of Perceived School Responsiveness within a Psychosociocultural Understanding of Latinx High School Students’ Academic Persistence Decisions
Bilingual teachers’ professional capital
Academic achievement in math and language of migrant and local students
Latino Immigrant Children’s Acculturative Stress in Music Classes
Culturally responsive adult education practices in Türkiye
Breaking the Mold
Aligning the Science of Reading With Adaptive Teaching
The Roles of Teacher Expectations and School Composition on Teacher-Child Relationship Quality
| Citations per year | 2.13 |
|---|---|
| Citation span | 2018 - 2026 (9) |
| Highly cited | No |