Professional Roles, Caring, and Scaffolds: Latino Teachers' and Paraeducators' Interactions with Latino Students

Teacher-student interactions and the relationships that foster and are fostered through these play a vital role in school achievement. This article explores the impact that knowledge of students' culture and community has on the relationships and interactions between Latino teachers and para-ed...

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Bibliographic Details
Published in:American journal of education 2001-08, Vol.109 (4), p.438-471
Main Authors: Monzó, Lilia D., Rueda, Robert S.
Format: Article
Language:English
Subjects:
Academic achievement
Art teachers
Caring
Child development
Children
Communities
Community
Contingency Management
Cultural Awareness
Culture
Educational research
Elementary Education
Elementary School Teachers
Hispanic American Students
Hispanic Americans
Hispanics
Individual Characteristics
Learning
Minority Group Children
Minority Group Teachers
Minority Groups
Paraprofessional School Personnel
Parents
Prior Learning
Scaffolds
Skill Development
Social interaction
Students
Teacher Role
Teacher Student Relationship
Teachers
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Summary:Teacher-student interactions and the relationships that foster and are fostered through these play a vital role in school achievement. This article explores the impact that knowledge of students' culture and community has on the relationships and interactions between Latino teachers and para-educators and their Latino students. It also compares how school roles mediate use of this knowledge. Findings suggest that knowledge of students' experiences, primary language, and interactional styles facilitates meeting students' academic and social needs. Findings also suggest that school roles position teachers and paraeducators to focus on different aspects of children's development.
ISSN:0195-6744
1549-6511
DOI:10.1086/444335