Improving Behavior in Middle School Classes with Hispanic and English Language Learners: A Study of Class-Wide Function-Related Intervention Teams
Author:
Funder
Institute of Education Sciences
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10864-023-09538-0.pdf
Reference40 articles.
1. Blanco-Vega, C. O., Castro-Olivo, S. M., & Merrell, K. W. (2008). Social-emotional needs of Latino immigrant adolescents: A sociocultural model for development and implementation of culturally specific interventions. Journal of Latinos and Education, 7(1), 43–61. https://doi.org/10.1080/15348430701693390
2. Caldarella, P., Williams, L., Jolstead, K. A., & Wills, H. P. (2017). Managing student behavior in an elementary school music classroom: A study of class-wide function-related intervention teams. Update: Applications of Research in Music Education, 35(3), 23–30. https://doi.org/10.1177/8755123315626229
3. Caldarella, P., Wills, H. P., Anderson, D. H., & Williams, L. (2019). Managing student behavior in the middle grades using class-wide function-related intervention teams. Research in Middle Level Education Online, 42(7), 1–15. https://doi.org/10.1080/19404476.2019.1654799
4. Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective instruction for English learners. The Future of Children, 21(1), 103–127. https://doi.org/10.1353/foc.2011.0007
5. Calzada, E. J., Fernandez, Y., & Cortes, D. E. (2010). Incorporating the cultural value of respeto into a framework of Latino parenting. Cultural Diversity and Ethnic Minority Psychology, 16(1), 77–86. https://doi.org/10.1037/a0016071
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