Minority and Mainstream Children's Development and Academic Achievement

Virginia Gonzalez Ph. D. is Professor of Education at the University of Cincinnati. She has an interdisciplinary professional and academic background, with an M.A. in Bilingual Special Education and a Ph. D. in Educational Psychology, both from The University of Texas at Austin. She was formerly a faculty member at Texas A&M University and at The University of Arizona. She is an expert in bilingual education. One of Dr. Gonzalez's major areas of expertise is the development of research models that explain cognitive and linguistic development in Hispanic students who have learned English as a Second Language (ESL). These models have implications in assessment, learning processes, and instructional programs. Dr. Gonzalez has published multiple books and journal articles concerning these areas.

• Part 1 List of TablesPart 2 ForewordPart 3 PrefacePart 4 I: Socio-cultural and Socioeconomic Status (SES) Factors Affecting Minority and Mainstream Children's Development and Academic AchievementChapter 5 A Multidimensional Perspective of Minority and Mainstream Children's Development and Academic AchievementChapter 6 Socio-cultural Factors in the Family and School Systems Mediating Minority Children's Development and Academic AchievementPart 7 II: An Alternative Research View to the Study of Development and Academic Achievement in Minority and Mainstream ChildrenChapter 8 Cultural and Linguistic Giftedness in Hispanic Kindergartners: Analyzing the Validity of Alternative and Standardized AssessmentsChapter 9 Relationship of Family Structure Factors to Gifted, Hispanic, Poor Children's Cognitive and Linguistic DevelopmentChapter 10 Parents' Perceptions and Home Environmental Factors Influencing Potential Giftedness in Monolingual Low and High Socioeconomic Status (SES) PreschoolersChapter 11 Developmentally Adequate Assessment Practices When Screening Classroom Performance in KindergartnersChapter 12 Academic Resilience in Young Children: Understanding the Relationship between Temperament and Quality of the Parent-Child RelationshipChapter 13 Conclusions: Patterns and Theoretical and Educationally Applied ImplicationsPart 14 IndexPart 15 About the Author