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Con Cariño: Teacher Caring, Math Self-Efficacy, and Math Achievement Among Hispanic English Learners


by James L. Lewis, Robert K. Ream, Kathleen M. Bocian, Richard A. Cardullo, Kimberly A. Hammond & Lisa A. Fast — 2012


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Cite This Article as: Teachers College Record Volume 114 Number 7, 2012, p. 1-42
http://www.tcrecord.org ID Number: 16472, Date Accessed: 10/17/2017 7:12:01 AM
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About the Author
  • James Lewis
    University of California, Riverside
    E-mail Author
    JAMES L. LEWIS is a researcher and lecturer in the Graduate School of Education at the University of California, Riverside. His primary interests include statistics and measurement for the social sciences, as well as trust and social factors in educational institutions. His work has appeared in publications including the Journal of Educational Psychology, Science Education, the Journal of College Student Retention, and Remedial and Special Education. His recent publications include: Lewis, J., Menzies, H., Najera, E., & Page, R. (2009). Re-thinking trends in minority participation in the sciences. Science Education, 93, 961–977.
  • Robert Ream
    University of California, Riverside
    ROBERT K. REAM is an associate professor in the Graduate School of Education at the University of California, Riverside. His research addresses educational inequality, social capital, and Latina/o social demography. His work is published in scholarly journals, including American Educational Research Journal, Educational Evaluation and Policy Analysis, Sociology of Education, and Social Forces. His recent publications include: Ream, R., & Rumberger, R. (2008). Student engagement, peer social capital, and school dropout among Mexican American and non-Latino White students. Sociology of Education, 81, 109–139.
  • Kathleen Bocian
    University of California, Riverside
    KATHLEEN M. BOCIAN is associate director of the Alpha Center and a researcher at the University of California, Riverside. She directs research grants funded by the Institute for Education Sciences in the UC Riverside Graduate School of Education. Her recent publications include: O'Connor, R., Bocian, K., Beebe-Frankenberger, M., & Linklater, D. (2010). Responsiveness of students with language difficulties to early intervention in reading. Journal of Special Education, 43, 220–235.
  • Richard Cardullo
    University of California, Riverside
    RICHARD A. CARDULLO is a professor of biology and a divisional dean of life sciences at the University of California, Riverside. His research program in biophysics addresses questions related to cellular activation in response to cues from the environment. A second research project focuses on how children learn, and specifically how professional development opportunities for teachers impact student learning in mathematics and science. His recent papers on this second program can be found in Science and the Journal of Educational Psychology.
  • Kimberly Hammond
    University of California, Riverside
    KIMBERLY A. HAMMOND is an associate professor of biology at the University of California, Riverside. Her research program in physiology addresses questions related to genetic and phenotypic adaptation to harsh environments. A second research project focuses on how development opportunities for teachers impact student learning in mathematics and science. A third research project focuses on informal science education about habitat conservation. Her recent papers on her second program can be found in Science and the Journal of Educational Psychology.
  • Lisa Fast
    MiraCosta College
    LISA A. FAST is a full-time instructor of psychology in the Department of Behavioral Sciences at MiraCosta College. Her research examines the expression of personality through language and predictors of academic success. Her recent publications include: Fast, L., Lewis, J. Bryant, M., Bocian, K., Cardullo, R., Rettig, M., et al.. (2010). Does math self-efficacy mediate the effect of the perceived classroom environment on standardized test math performance? Journal of Educational Psychology, 102, 729–740.
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